EDUCATION: NATIVE SCHOOLS.

Appendix to the Journals of the House of Representatives, 1912 Session II, E-03

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Session 11. 1912. NEW ZEALAND.

EDUCATION: NATIVE SCHOOLS.

[In continuation of E.-3, 1911.]

Presented to both Houses of the General Assembly by Command of His Excellency.

CONTENTS.

No. 1. EXTRACT FROM THE THIRTY-FIFTH ANNUAL REPORT OF THE MINISTER OF EDUCATION. At the end of 1910 there were in operation ninety-nine Native village schools. During 1911 the school at Te Kopua was closed, and five new schools—Te Huruhi, Waiheke Island ; Orauta, Bay of Islands ; Kokako, near Waikaremoana ; Taharoa, south of Kawhia Harbour ; and Rangiahua, near Wairoa—were opened ; also the school at Waiotapu, south of Rotorua, was reopened. The school at Orauta was temporarily closed in the December quarter. Including this school, there were thus 104 schools in actual operation at the end of 1911. In addition to these

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o. 1.—Extract from Report of Minister .. o. 2.—Report of Inspectors :— New Schools, &o. General Remarks Discipline Organization Page 1 5 5 8 8 PPENDIX :— Page Table HI. Native Schools and Teaohers .. 11 H2. Attendance at Schools .. .. 17 H3. Higher Education .. .. .. 19 H4. European Children at Native Schools 20 H5. Maori Children at Public Schools .. 20 H5a. Classification of Maori Children at Public Schools .. .. 20 H6. Race of Children .. .. .. 21 H6a. Ages and Race of Children .. .. 23 H6b. Standards and Race of Pupil .. 23 H7. Standard Classification .. .. 24 H8. Ages and Standards .. .. 26 H9. Inspection Results .. .. 27 H10. Summary of Expenditure .. .. 28 School Buildings and Grounds Mission Schools 9 9 Boarding-schools Scholarships, &o. 9 10 Attendance 10 Conclusion 10

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schools, there were five mission schools giving primary instruction to Maori children and 551 public schools at which Maori scholars were in attendance. Thus, the total number of schools giving instruction to Maori children was, — Native village schools . . . . . . . . . . .. . . 104 Mission schools subject to inspection by the Education Department .. .. 5 Public schools at which Maori scholars were in attendance.. .. .. 551 Total primary schools.. . . .. .. .. . . 660 Boarding-schools affording secondary education to Maoris . . . . . . 9 669 Attendance. The average daily attendance, in actual numbers and as a percentage of the average weekly roll-number, for each of the years 1910 and 1911 was as follows :— Actual Attendance. Per Cent, of Roll. 1010. 1911. 1910. 1911. First quarter .. .. .. .. 3,659 3,932 85-5 87-0 Second quarter .. .. ..3,720 3.893 86-7 86-2 Third quarter .. .. .. ..3,686 3,849 85-5 86-9 Fourth quarter .. .. ..3.669 3,836 84-7 84-2 Table H shows the number of scholars, both Maori and European, attending Native schools at the end of the year 1911.

Table H. —Number of Scholars attending Native Schools at the End of December Quarter, 1911.

The following are some of the figures in regard to the attendance at Native village schools for 1911, the corresponding figures for 1910 being inseited for purposes of comparison :— 1910. 1911. Number on rolls at end of year .. .. .. .. 4,280 4,557 Average weekly roll-number .. .. .. .. 4,325 4,621 Average yearly attendance .. .. .. ..3,714 3,990 Percentage of regularity of attendance .. .. .. 85-8 86-3 If to the Native village schools are added the Native mission schools and Native secondary schools, we have the following figures for 1910 and 1911 respectively : — 1910. 1911. Number on rolls of Native village schools at end of year .. 4,280 4,557 ~ mission schools at end of year .. 221 230 ~ secondary schools at end of year 378 387 Combined rolls of Native schools .. .. .. 4,879 5,174 Combined average weekly roll-number .. . . . . 4,923 5,245 Combined average yearly attendance . . .. .. 4,259 4,563 Percentage of regularity of attendance .. .. , . 86-5 86-8

schools, there were five mission schools giving primary instruction to Maori children and 551 public schools at which Maori scholars were in attendance. Thus, the total number of schools giving instruction to Maori children was, — Native village schools . . . . . . . . . . .. . . 104 Mission schools subject to inspection by the Education Department . . .. 5 Public schools at which Maori scholars were in attendance.. .. .. 551 Total primary schools.. . . .. .. .. .. 660 Boarding-schools affording secondary education to Maoris . . . . . . 9 669 Attendance. The average daily attendance, in actual numbers and as a percentage of the average weekly roll-number, for each of the years 1910 and 1911 was as follows :— Actual Attendance. Per Cent, of Roll. 1010. 1911. 1910. 1911. First quarter .. .. .. .. 3,659 3,932 85-5 87-0 Second quarter .. .. ..3,720 3.893 86-7 86-2 Third quarter .. .. .. ..3,686 3,849 85-5 86-9 Fourth quarter .. .. .. 3.669 3,836 84-7 84-2 Table H shows the number of scholars, both Maori and European, attending Native schools at the end of the year 1911. Table H. —Number of Scholars attending Native Schools at the End or December Quarter, 1911. Pre r?«™° Iy Standard I. Standard II.Istandardlll. Standardly. Standard V. j Standard VI. Standard VII. Total. Prepai :atory iss. Standard I. Standard II. Standard III. Standi irdlV. Standard V. Standard VI. Standard VII. Years. Boys. Girls. Boys. Girls. Boys. Girls. Bojs. Girls. Boys. Girls. Boys. Girls Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 6 . 7 7 „ 8 8 „ 9 9 „ 10 E0 „ 11 d , 12 E2 „ 13 E3 . 14 .4 „ 15 .5 and over .. 140 268 266 228 140 87 46 16 11 8 4 124 184 234 177 103 78 41 26 18 6 2 3 22 53 62 55 39 26 12 6 2 1 28 47 50 46 24 11 12 6 4 6 20 54 69 62 35 28 14 9 1 1 21 45 80 52 33 18 9 7 7 10 39 60 54 37 14 7 1 14 36 52 51 29 11 7 ! •• i 5 15 37 54 49 23 19 5 15 37 32 28 9 12 1 12 40 45 34 20 5 16 33 40 20 14 1 20 28 32 24 3 9 28 19 15 1 3 6 8 5 140 271 294 309 271 266 257 245 213 139 99 124 186 263 246 217 260 226 198 179 88 66 3 8 14 Totals 1,214 993 280 229 297 267 228 201 203 138 152 128 105 74 25 23 2,504 2,053 The following are some of the figures in regard to the attendance at Native village schools for 1911, the corresponding figures for 1910 being inseited for purposes of comparison : — "ft (8 1910. 1911. Number on rolls at end of year .. .. .. .. 4,280 4,557 Average weekly roll-number .. .. .. .. 4,325 4,621 Average yearly attendance .. .. .. ..3,714 3.990 Percentage of regularity of attendance .. .. .. 85-8 86-3 If to the Native village schools are added the Native mission schools and Native secondary schools, we have the following figures for 1910 and 1911 respectively : — 1910. 1911. Number on rolls of Native village schools at end of year .. 4,280 4,557 ,, mission schools at end of year .. 221 230 ,, secondary schools at end of year 378 387 Combined rolls of Native schools .. .. .. 4,879 5,174 Combined average weekly roll-number .. . . 4,923 5,245 Combined average yearly attendance .. .. .. 4,259 4,563 Percentage of regularity of attendance .. .. , . 86-5 86-8

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Table Hα shows the mean average roll-number from 1881 to 1901 in five-yearly periods, and from 1901 onwards for each year. The year 1881 is practically the first year of operation of the Native schools under the Education Department. The total average attendance, the average attendance as a percentage of the roll, and the number of teachers employed are also shown.

Table Ha. —Schools, Attendance, and Teachers.

Though the average percentage of regularity of attendance in Native schools has steadily improved during the last five years, it is still lower by o*B per cent, than that of the lowest public-school district. The prevalence of severe epidemics during the year has seriously affected the attendance at some of the larger schools. There are, however, many difficulties to prevent regular attendance in Native schools, and it is therefore pleasing to find that in about one-third of them the average percentage of regularity reaches 90 per cent. There is ample evidence to show that the Maori is fully alive to the necessity of having his children educated, and a large number of apparently well-founded applications fox the establishment of schools is now receiving attention. Table Hi, in the appendix, gives in detail the staffs and salaries of the various schools in order of their grades. Table H2 supplies detailed information in regard to the roll-number, average attendance, and grading of the schools. There were 387 Maori boys and girls receiving higher education at the various secondary Native schools. Of these, 48 boys and 80 girls were holders of free places provided by the Government. Detailed information in respect to Maori pupils receiving higher education will be found in Tables H2 and H3 of the appendix. - The number of European children attending Native schools (set out in Table H4 of the appendix) shows a considerable increase over the numbers for 1910. 1910. 1911. Number attending at end of year .. .. .. .. 427 518 In the preparatory and lower standards (up to Standard V) .. 386 455 In the higher standards (Standards VI and VII) .. .. 41 63 Number of certificates issued— Competency .. .. .. .. .. .. 5 13 Proficiency .. . . .. .. .. .. 7 14 As regards Maoris attending public schools, the following particulars are set out in Table H5: — 1910 19U Number attending at end of year .. .. .. 4,462 4,685 In the preparatory and lower standards (up to Standard V) 4,409 4,618 In the higher standards (Standards VI and VII) .. .. .. 67 Number of certificates issued— Competency .. .. .. .. .. 1 5 Proficiency .. .. .. .. .. 18 29

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Year. Number of mputi of Average Schools Arerwre Attendance: at End W X&. Whole Year. Average Attendance as Percentage of Weekly Roll. Teachers in Charge. Number of Teachers. Assistant Teachers. Sewing MistressesMale. Female. Male. I Female. 1881 .. 1886 .. 1891 .. 1896 .. 1901 .. 1902 .. 1903 .. 1904 .. 1905 .. 1906 .. 1907 .. 1908 .. 1909 1910 1911 I 60 .. 1,406 69 2,343 2,020 66 2,395 1,837 74 2,874 2,220 89* 3,257 2,592 98* 3,650 3,005 97* 3,805 : 3,012 95* 3,794 3,083 95 4,097 I 3,428 98 4,235 I 3,607 99 4,321 3,561 95 4,479 3,781 94 4,308 3,680 99 4,325 3,714 104 4,621 3,990 60 69 66 74 89* 98* 97* 95* 95 98 99 95 94 99 104 86-2 76-7 77-3 79-6 82-3 79-2 81-3 83-7 85-2 82-4 84-4 85-4 \ 85-9 86-3 54 60 59f 64f 70f : 77t 76f I 73f 74f 78t 82f 76 76 78 81 6 9 8t lit 18f 20f 20f 21f 22t 21f 18f 19 18 21 22 i 4 26 ; 26 I 61 69 83 79 I 85 ■ 87 ; 94 ! 105 104 101 I 106 ; 119 48 30 37 16 15 11 13 11 15 11 3 5 5 4 3 2 2 2 3 3 3 two teachers • Includes two subsi idized schools. t Includes jointly in charge of oi ie school.

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Tables H6, H6A, and H6b give full information as regards the race of the children on the rolls of the Native schools in December, 1911. As will be seen, 86-4 per cent, were Maoris speaking Maori in their homes, 2-2 were Maoris speaking English, and 11-4 per cent, were Europeans. The total number of children of Maori or of mixed race on the rolls of primary Native schools, public schools, Native mission schools, and secondary Native schools, together with such pupils as were receiving special technical training at the end of the year 1911 is shown in the schedule below. The numbers do not include Maori children attending public secondary schools or Maoris at schools not under Government inspection : of these no separate return is made.

Classification of Pupils. A reference to Table H (supra, page 2) will show the classification of the pupils attending Native village schools, grouped according to ages. The following is a summary : — Maoris. Europeans. Totals. 1 Class P.. .. .. 2,008 199 2.207 48-4 Standard I .. .. ..464 45 509 11-2 Standard II 492 72 564 12-4 Standard 111 .. .. 382 47 > 429 9-4 StandardlY .. .. ..292 49 341 7-5 Standard V .. .. 237 43 280 6-1 Standard VI .. .. ..138 41 179 3-9 Standard VII .. .. ..26 22 48 1-1 Further details in regard to the above figures will be found in the tables in the appendix. Results of Inspection. Table H9 gives full information as to the results of the annual inspection. Twelve schools attained the maximum marks allotted, and eighty-one others showed good results. Six were only fair, and three were unsatisfactory. Five schools opened after the Inspector's annual visit to the district had been made were "not inspected during the year. Staffs and Salaries. As shown in Table Hi, the staffs of the village schools included 81 masters, 22 mistresses in charge, 122 assistants, and 3 sewing-teachers. The total amount paid in salary during th* year was £24,439 Bs. The average salary of the head teachers at the rate paid in December, 1911, was £170 Bs. Bd.—males, £175 9s. 3d.; and females, £151 18s. 2d.; the average salary of assistants being £48 13s. 2d. Lodging-allowances at the rate of £30 per annum were paid to forty-one assistants. Three schools are in charge of teachers who are themselves members of the Maori race, and the Inspectors speak highly of their efficiency. Several Maori girls who have completed their course in secondary schools are employed as assistants, and are, on the whole, doing satisfactory work.

Actual Number. Number per 10,000 of Maori Population at Census of 1911 (49,829). I. Primary schools — (a.) Government Native schools (b.) Mission schools (c.) Public schools 4,557 230 4,685 914-5 46-2 940-2 II. Secondary schools II. Special technical training 9,472 387 17 1,900-9 77-7 3-4 Totals 9,876 1,982-0

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Expenditure. The total net expenditure on Native schools during the year 1911 was £35,881 9s. 4d., included in which amount is the sum of £2,680 paid out of revenues from endowment reserves. New buildings and additions involved an expenditure of £3,451 ; maintenance and repairs, £2,053. Table HlO is a classified summary of expenditure.

No. 2. REPORT OF INSPECTORS. The Inspectors of Native Schools to the Inspector-General of Schools. Sir,— Wellington, 27th May, 1912. In accordance with instructions, we have the honour to place before you our report on the general condition of the Native schools and the work done by them during the year 1911. At the end of the year 1910 there were ninety-nine schools in operation. During the yearjthe following new schools were opened, viz. : Te Huruhi, Waiheke Island ; Orauta, Bay of Islands ; Rangiahua, Wairoa, Hawke's Bay ; and Taharoa, Kawhia. Two schools were reopened —viz., Waiotapu, Hot Lakes District; and Kokako, near Lake Waikaremoana. The Te Kopua School, Waikato, was closed owing to insufficient attendance, and Orauta School had also to be closed for a time, owing to unforeseen circumstances. There were thus 104 Native village schools in operation at the end of the year 1911. The erection of buildings at Rangitahi, Galatea, Waihua and WhahaM, Wairoa, Hawke's Bay, was in hand at the end of the year, and these schools have since commenced operations, the total number of schools at the present time being 107. In regard to the applications for the establishment of new schools in various places, it has been decided to erect buildings at Horoera, East Coast; Wawongomai, East Coast; Mangatuna, East Coast; Te Reinga, Wairoa, Hawke's Bay ; Waiomio, Bay of Islands ; Kirioke, Bay of Islands ; Pukehina, Bay of Plenty ; Maungatapu and Matapihi, near Tauranga ; and Okere, near Rotorua. It has not been found possible to have the buildings put in hand earlier, as the Department's builders have been fully occupied with the erection of the other schools, and in some cases the acquisition of a legal title to the site has not been completed. Other applications that have been inquired into without result during the year are Moerangi, near Raglan, and Waihuehue, in the far North. The cases of Wairahi, near Whananaki; Toreha.ua, near Gisborne ; PuJcetui, near Thames ; and Mataniho, Tuhoe country, have yet to be investigated ; while the claims of Waiohau, Galatea, and Ruatahuna, Tuhoe country, will receive attention during the current year, their isolation having prevented their being visited so far. General Remarks. In regard to the working of the schools and the proficiency attained in the various subjects of the school course, we beg to submit the following remarks : — English. —We are again pleased to state our appreciation of the progress made in reading, which we regard as being, on the whole, satisfactorily taught. The improvement effected in the method of teaching in the early stages has now shown itself in the work of the standard classes, and the Maori children, on the whole, find no difficulty in reading the prescribed books and in comprehending the meaning of the subject-matter. We should now be glad to see new reading-books introduced, the present series having been in use for the past seven or eight years. In the standard classes, at any rate, suitable continuous readers would be welcomed, and. would afford a greater variety of readingmatter than do the miscellaneous readers supplied at present. The slow rate of progress made in reading by the infant children in a few schools again calls for some remark. It is to us incredible that a child six or seven years old should complete a whole year in the lowest division of the preparatory class and, after receiving regular instruction according to recognized methods, be unable to read fluently words of two or three letters of regular formation. We look for special explanation in each case where this is found, but do not feel convinced by the explanation we receive. In most of the schools the children find no difficulty in completing the reading of the first-primer book in their first year, and this is what should be done in all schools. With regard to correct pronunciation of English words, we find that there is, on the whole, little to complain of, especially in the schools where the drilling in phonics has been thoroughly given. The principal defect in the enunciation consists of the omission of the final " s," but attention should be given also to secure the clear production of all the final consonants, especially those used in forming the tenses of the verbs. We still find in many schools a great reluctance on the part of the pupils to speak out freely and distinctly. The teachers usually ascribe the defect to the nervousness or shyness of the children in presence of the Inspector. We should ascribe it rather to the fact that they have not formed the habit of speaking out, and suggest this to the teacher as a remedy. Once the habit has been formed as the result of constant training it is very unlikely that it will disappear entirely on examination-day. Nor do we think that the Maori child is peculiarly susceptible to shyness. When he feels that he knows his work he is quite anxious to display his powers, and does so with the utmost confidence. It is a remarkable fact that in the three schools which are in charge of teachers who are themselves Maori, the children from the lowest classes to the highest speak out freely and distinctly without evincing *»»y signs of the so-called nervousness.

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In regard to recitation, we feel that on the whole the amount of progress made is disappointing. In a few schools the pupils acquit themselves well, but in a great number the results are very poor, the pronunciation and enunciation being slovenly, the punctuation ignored, and no attempt made to secure expression. In these cases the result will be that, unless care is taken, the faults referred to will . react upon the reading and English generally ; and the teacher should therefore exercise the greatest "vigilance in securing accuracy. Teachers hardly appreciate to the full the valuable aid afforded to the Maori child by recitation of poetry. With the school songs, the poetry frequently constitutes the whole of the English practised by him in his own home upon his return from school, besides which it affords the parents the opportunity of hearing their children speaking English. For these reasons it is important that the utmost pains should be taken to secure that the recitation is as perfect as possible. Mere gabble is worse than useless. In some of the schools we find that the teachers have gathered from various sources a collection of pieces for recitation far more suitable than those contained in the reading-books, and we derived as much pleasure from the change as the children evidently had done. In spelling, it seems to us that the mistakes arise not so much from the inability of the children to spell more or less difficult words as from imperfect appreciation of the smaller words and the distinctions between them. Reference to the written exercises in composition shows that the pupils confuse such words as " were," " where," " there," " their," and even " a " and " are," while the omission of the "ed" in the past tense is also frequently found. That is to say, the errors could be avoided if these difficulties were dealt with during the lessons in English composition. A good deal of progress is manifest in the writing, and in many schools much better results are obtained. The work of the preparatory classes and lower standards is still superior to that of the higher ones, and we are again inclined to think that there is more need for definite writing-lessons in the higher classes. Apart from the ordinary copy-book work, the writing in the exercise-books is often carelessly done, and it seems that some teachers do not realize the fact that such work will do much to counteract the effect of their formal instruction in the writing-lesson. Instruction in the English language and in English composition still seems to leave a good deal to be desired, though we recognize that the work done is of much higher quality than that which obtained a few years ago. English is still subordinated to arithmetic, and receives far too little consideration when the time-table is being arranged. Further, the importance of the subject demands that in the scheme of work it should receive first attention, and for this we look in vain. The English, lesson of each day should be arranged with a definite object in view, and should have a distinct relation to the work of the previous day and to that of the following day. At present it seems that sufficient unto the day is the English thereof, and the matter is left to inspiration, which may come by enhance just before the lesson begins. It is a mistake to think, because the lessons in connection with the other subjects involve the use of English, that English may be safely left to look after itself. Unless these lessons involve practice by the children in the use of spoken English it is quite evident that their ability to use the language will not be greatly enhanced. The crux of Native-school work is the teaching of the English language —that is, to train the pupils to speak English fluently and correctly. The children will never write correctly so long as this is neglected, and proficiency in other subjects can never make up for deficiency in English. Not infrequently we find errors in speech overlooked by the teacher. It is important that he should not allow himself to become so accustomed to characteristic Maori mistakes as to pass them over without notice. From one year's end to another, as often as one of these characteristic mistakes occurs, it should be corrected on the spot. Nor should teachers feel that the difficulties of English are insuperable to the Maori child, and thus arrive at the conclusion that the English of their pupils represents their limit of attainment. Arithmetic. —ln the lower departments as a whole the arithmetic continues to be very satisfactorily taught. In many schools the composition of the numbers is treated in an excellent manner, and the pupils are able to make mental calculations with astonishing rapidity and correctness. In the higher classes good work is done in a large number of schools, but there are still many cases in which, in spite of the abnormal amount of time devoted to it, the arithmetic reaches only a low mark of efficiency, and evidently requires much improvement in method. There is still, we think, in these classes a tendency to neglect mental and oral arithmetic, which, as we have remarked in former reports, should receive more attention than the mere mechanical processes involved in book work. We have had several instances in which the practical knowledge of arithmetic possessed by the Maori boy has enabled him to see that he received proper value in his business dealings, and there can be no doubt that ability to perform accurately the ordinary business calculations is invaluable to him. With the* introduction of the new syllabus the Department issued to all schools a " Manual of Elementary Arithmetic," setting forth in an excellent manner the methods of teaching the work prescribed for the preparatory and lowest-standard classes. We regret exceedingly to find that in several schools, in which by the way the arithmetic is least satisfactory, no use had been made of the Manual, and that it could not even be found except after protracted search. Such treatment does not encourage us to extend the practice of supplying text-books for the assistance of teachers. We are pleased to see that in many instances teachers have carried out the suggestions made that they should provide themselves with simple apparatus for illustrating the various weights and measures, and we hope to see this course adopted before long in every school. In geography and nature-study many teachers are not yet clear as to what is required, though the syllabus lays down the course for each standard with sufficient directness, besides giving a fairly wide range. The difficulty seems to arise from inability to break away from the older or traditional form of geography, and to appreciate the aim of the newer form. This manifests itself largely in the schemes of work and programmes submitted at the annual visit. We find that the study of natural

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objects and of natural phenomena is subordinated to the acquisition of a long list of names of places which cannot enlarge the pupil's knowledge of the world in which he lives. Ihe tact that a geographical name occurs in the reading-book does not necessarily wan-ant its inclusion in the m-ogramme of geography. In the case of Standard 111., for example, the field is limited to the provincial district in which the school is situated, and places outside that district should be included only in so far as they have some connection by trade or otherwise with it. Geographical readers are not supplied to Native schools, but the School served the purpose very well, and is welcomed by the children, who are always keen on getting information about other peoples and lands. Among the library books granted to schools in recognition of the Committees services in supplying firewood, we have included some of the " Peeps in other Lands series, and these are much appreciated by both teachers and pupils. _ Handwork —ia ) Sewing : In this branch of handwork we think the Native schools can easily hold their own A greater amount of practical work is exhibited yearly, and the specimens submitted for inspection are usually remarkably neat in execution, in several of the larger schools, w , addition to the ordinary sewing, instruction is given in cutting out and making of dresses, &c, with the use of the sewing-machine. This has proved of very material assistance to the girls and to their parents. \t ihipara School, one of the largest Native schools, the girls appeared at the annual visit in a uniform dress of their own making, and presented a striking appearance. This practice might be extended considerably but for the fact that the parents in some cases cannot be brought to supply the necessary material, and in one or two of the largest schools the sewing is confined merely to producing sampler- " (b ) Drawing : Drawing is still far from being very satisfactory, and suffers from want of organization Teachers cannot get away from the old ideas, and continue to offer reproduction of flat copies instead of getting the children to attempt drawing from natural objects. In a few schools brash-work has been taken up with considerable success, and we should be..pleased to see it more largely practised. Whangape School still holds pride of place for excellence in drawing from nature ; some capital work in brush drawing was also exhibited in Whakarapa School. (c ) Of the various forms of manual occupations, modelling m plasticine and cardboard are most popular and are, on the whole, well done. In the infant classes, paper-folding and mat-weaving are commonly taken All of these occupations are used, however, mamly to occupy certain classes, in order that the teacher may be free to take other subjects in other classes ; that is to say the handwork is left largely to teach itself, and loses nearly all its value as an educational subject, A great deal of English conversation may easily be centred round a simple occupation such as paper-foldmg and in the infant classes and lower standards, at any rate, the forms produced during the handwork exercise should constitute to a large extent the subject for the drawing-lesson. As far as we can see, however there is little or no correlation of the handwork with the other subjects m the great majority of the schools and thus it is deprived of a large measure of its value as a primary-school subject. id) Woodwork : At the end of the year instruction in woodwork- was being given in sixteen schools The workshops continue to be of much service not only to the pupils, but also to the adults ; and there is a constant demand for articles of furniture of all kinds made by the boys. io such an extent is this the case that, with the exception of the amount expended annually m paying the teachers for giving the instruction, the woodwork at most of the schools supports itself, the amount obtained from the parents for articles purchased being sufficient to cover the working-expenses. The instruction <>iven in the workshops has also a direct influence in raising the standard of living m the settlements" The parents find themselves the possessors of European furniture, tables, forms, dressers washstands &c and arc thus encouraged to have houses to suit, while the use. of bedsteads with wire-woven'mattresses where formerly the custom prevailed of sleeping on the ground must also be regarded as a step in the direction of improved living-conditions te) Elementary Practical Agriculture : This subject cannot be regarded as being in a flourishing condition though school-gardens have been established at more than half the schools. The want of proper organization is keenly felt, and we feel that no real progress will be made until means are found of giving teachers themselves at least some instruction in the work. The best results have been achieved at Oparure, Tautoro, Manaia, Paeroa, and Torere. In a great many instances where gardens might easily have been established nC attempt has been made to do so, though we feel sure that it the children were given the opportunity they would be quite ready to undertake the work, even it it were confined merely to growing flowers and studying their habits. (/) Training in domestic duties is given at some of the best schools, of which Ahipara bchool deserves special mention. The girls are taught plain cooking of all kinds, including the making of bread cakes scones, plain pastry, and various invalid and infant foods. The girls also receive in the teacher's home some instruction in domestic duties, and though the work is done in a humble way, there can be no doubt that very great benefit is derived from it Singing —This subject is well taught, and a higher degree of efficiency is found year by year in a greater number of schools. Indeed, there are very few village schools in which the singing is unsatisfactory We should like to see more systematic practice given in breathing-exercises, which should be made preliminary to the forms of musical exercise until the pupils have gained some power of breath-cont-ol Much more attention might also be directed to time exercises. In most of the schools the children are well enough acquainted with the notation, and can read songs of ordinary difficulty at first sight ■ but they depend upon the teacher for the time. The " time-names would be found of very great assistance in the analysis of a new song, and the various measures commonly used could be mastered in, say, half a dozen lessons. In a few schools concerts in aid of picnics, prizes, &c, have been arranged, and have aflorded the parents and friends a great deal of pleasure, while at the same time the pupils themselves have derived

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no small educational benefit. We heartily commend this practice to all teachers. The school concert extends the influence of the school, and affords the pupils and parents a source of interest and enlightenment that constitute a direct benefit to the school and to the community. Physical Instruction. —ln a very large number of schools the physical instruction is given in a very satisfactory" manner, and it is evident that the children have received regular practice throughout the year. The " Manual of Physical Instruction " supplied by the Department contains exercises which, in our opinion, are well suited to the requirements, and it is surprising to find that there are still teachers who appear to be reluctant to adopt it, clinging fast to exercises which they have been using for the past ten years, and with which the children must be familiar ad nauseam. Variety is just as necessary in the case of physical instruction as it is in other subjects, and no good results can be obtained when, the element of interest having disappeared through long familiarity, the children find themselves engaged in doing the same exercises year in and year out. In most of the schools some apparatus for use in physical instruction— e.g., clubs and dumb-bells—has been supplied. The mere manipulation of these by the children cannot be regarded as constituting physical instruction, and some of the best work we have seen has been done by children using no apparatus whatever. Discipline. As a rule Maori children are very amenable to discipline, and teachers generally experience little difficulty in maintaining it. At the same time, they are quick to detect weakness in the teacher, and can, under favourable conditions, behave quite badly. The discipline in most of our schools is very creditable ; in many it is excellent; where it is less satisfactory the teacher should realize that to a great extent the fault lies in himself. We have received complaints in respect to the bad behaviour of children whom we know to have been, in the, presence of both ourselves and of other teachers, quite tractable and well behaved. In not a few schools we should like to see greater attention given to securing promptness and orderliness in the assembly and the dismissal of the children —an important aspect of the school discipline, and one which forms an unfailing index of the teacher's capacity to control the school. Again, we find that there is a tendency to neglect the teaching of ordinary courtesy and politeness in manners. It is not that the children are intentionally rude, but that they simply do not know the customs and forms of civilized society, and require instruction in them ; hence, all the little courtesies of life should be regularly practised—the respectful address, the becoming manner and speech, the raising of the hat, courtesy to ladies, and a due regard for conventionalities generally. Organization. Under this heading are comprised the construction of the time-table, the arrangement of the schemes of work, and the methods of teaching in use in the school. In regard to the first, we have found here and there a tendency to use the same time-table for a considerable time without any changes being made in its provisions. To such an extent has this practice been carried that we have seen work allotted to classes which were not in existence in the school at the time of our visit. It is quite a misconception to think that a time-table once prepared must not be altered. The time-table should be suited to the present needs of the school, not to the circumstances of bygone days, and may therefore require amendment as the year's work develops. The time at which such amendment is most likely to make itself evident is at the conclusion of the term examination, and teachers may thus find it necessary to rearrange the time-table, or modify it even in some small way, two or three times a year. Teachers are showing a better appreciation of what is understood by drawing up suitable schemes of work, and in several schools we feel that much attention has been given to the matter, and considerable skill displayed. On the other hand, there are schools in which the schemes of work appear to have been drawn up in a perfunctory manner : they are vague and indefinite—mere skeletons, or else merely a reprint of the syllabus. The scheme of work should show the plan by which the teacher proposes to accomplish the requirements of the syllabus, and is not essentially a document to be prepared for the edification of the Inspector. The ground to be covered in each subject in every class should be carefully reviewed by the teacher at the beginning of the school year, and should then be planned out into divisions containing the amount he proposes to cover in each term. Using this arrangement as his guide, the teacher is prevented from approaching his year's work in an aimless, haphazard fashion. He knows exactly what amount of work is to be covered in the term, and the order in which it has to be done, and at any given time should be able to state definitely the point he has reached. In a few schools it has apparently been thought that schemes are all very well for the standard classes, but are quite, unnecessary for the preparatory classes. This is, of course, entirely wrong, and head teachers should regard it as part of their duty to draw up the schemes showing how the work has been arranged in these classes. The great majority of the schemes of work are absolutely barren in regard to English composition, and this confirms our opinion that teachers have no defined method or plan for the treatment of that subject. Where teachers are being transferred to other schools they are expected to make up all books and records to the date of their leaving. The schemes of work must be regarded as part of the school records, and a very essential part too. When a successor takes up his duties, absence of this record causes much confusion and waste of time, as he is quite in the dark as to the point reached by the pupils in the year's work. To overcome this difficulty we propose to supply a book in which the schemes of work are to be entered, and this will constitute one of the permanent records of the school. In connection with the annual visit, teachers are asked to submit programmes of work in various subjects— e.g., singing, recitation, geography, and English composition—and there appears to be some

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misconception as to what is wanted. A programme consists of a concise statement of the work professed in the various subjects, and is intended to facilitate the work of examination. Thus, a ..programme should show the exercises in singing and the songs taught, the pieces of poetry learned for recitation, the topics dealt with in nature-study and geography, together with a list of the places, products,-&c, and a statement of the various subjects taken for English composition in all the classes during the year. With regard to the methods of teaching, our views have already been given in the remarks dealing with the separate subjects. We feel satisfied that there is a steady improvement in the quality of the teaching, and are glad to note the ready response of the teachers to our own as well as to appreciate the efforts they have made themselves to improve their status. During the year several have qualified by examination for teachers' certificates, and when the disadvantages of their position are considered great credit is due to them for their success. We hope to see that some means will be devised for assisting teachers who wish to take advantage of correspondence classes with a view to studying to obtain certificates. School Buildings and Grounds. Generally speaking, we have found that the condition of the schools in respect to cleanliness and tidiness has been most satisfactory, and there are very few schools indeed in which high marks have not been earned. Much more might be done in some schools to secure tidiness and neatness of arrangement of the books, maps, and other appliances. A table littered with books, papers, boxes of pencils, &c. ; a corner filled with a collection of brooms, drill-wands, and maps ; a cupboard into which all kinds of odds and ends have been carelessly thrust; and a fireplace which serves as a receptacle for rubbish, are not calculated to impress habits of tidiness upon the children. Nor is anything more required from the teacher in regard to these matters than his mere supervision of the way in which these duties have been carried out by the pupils to whom they have been entrusted. Referring to the remarks made in last year's report concerning the condition of the school grounds, we are unable to record any material improvement. We feel that much more might be done in the direction of planting suitable hedges and ornamental trees, especially native trees, to provide shelter and to beautify the place. Mission Schools. Four mission schools engaged in the education of Maori children—viz., Otaki Mission College ; the Mission School, Putiki, Wanganui; the Convent School, Matata, Bay of Plenty ; and the Convent School, Tokaanu —were inspected during the year, Te Hauke Mission School having been closed. The number of children on the rolls of these schools at the 31st December, 1911, was 230, the average weekly roll-number being 230, the percentage of attendance 85-2. The syllabus of instruction in these schools is the same as that followed in the Native village schools, and the standard of efficiency attained is still very satisfactory. At Otaki College classes for instruction in woodwork and elementary practical agriculture were begun during the year, and should increase to a large extent the usefulness of the institution. Boarding-schools. To provide secondary training for Maori boys and girls the Department avails itself of institutions established by various denominational authorities. These are, for boys —Te Aute College, Hawke's Bay; St. Stephen's Boys' School, Auckland; Waerengaahika College, Gisborne; Hikurangi College, Wairarapa ; and for girls —Hukarere Girls' School, Napier ; St. Joseph's Convent, Napier ; Queen Victoria School, Auckland ; Turakina Girls' School, Wanganui; and Te Waipounamu College, Christchurch. The number of pupils on the rolls of these schools at the end of the year was—Boys, 177 ; girls, 210 : total, 387. Of these, 48 boys and 80 girls held free places provided by the Department. In addition to the instruction in ordinary subjects, industrial training forms an important feature of the syllabus of work followed these schools. From the boys' schools candidates have been presented for the Civil Service Junior Examination, and have acquitted themselves in a very creditable manner. One girl from Hukarere was also successful in passing the examination, but we are not greatly in favour of training Maori girls with a view to their entering the Civil Service, arid hope that they will not be encouraged to do so. The results of our annual examination of the schools were very satisfactory indeed, and showed a distinct advanceon those of former years. The same excellence of tone and behaviour were to be observed, and the schools generally appeared to be in thoroughly good condition. The girls receive instruction in the various branches of domestic duties that should go far to make them useful wives and mothers, while the boys engage in branches of manual training calculated to direct their energies and inclinations towards industrial pursuits. Upon the completion of their course, some of the girls obtain positions as junior assistants in Native schools, a few become pupil nurses, and others enter domestic service. It has been said that Maori girls consider domestic service beneath their dignity, but as far as our experience goes their objections arise more from the manner in which they have been treated, and in some cases from the miserable pittance they have received, than from any natural disinclination or objection to the work. The training the girls receive in domestic duties at the various schools should warrant their getting adequate payment for their services, while their amiable disposition should entitle them to receive more kindness and consideration. A good deal of progress is evident in woodwork and elementary practical agriculture, which form the principal branches of industrial training afforded in all the boys'.schools. Further, the pupils have

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shown that they can turn their knowledge to practical advantage. The boys at Te Aute, for instance, have replaced their old desks by new ones, which they have constructed according to modern designs in an admirable manner. Scholarships. The Government provides for Maori children 150 free places, each of the value of £20 per annum, and tenable at one or other of the boarding-schools above referred to. Of these, 128 were current at the end of 1911, 122 being held by pupils from Native village schools and six by scholars from public schools. Senior free places in Native schools take the form of industrial scholarships, by which a boy may receive a sum not exceeding £40 in the course of the first three years, during which he is learning a suitable trade. As a result of the prominence now given to industrial training in the schools, there has been a material increase in the number of industrial scholarships. Thirteen boys are now apprenticed to various trades —saddlery, blacksmithing, engineering, building, and farming—and all appear to be giving every satisfaction. Nursing Scholarships. —During the year four girls were in training as probationers on the staff of various hospitals. One finished her course earlier in the year, and three day-pupils took up nursing scholarships immediately upon the close of the year, so that at the present time there are seven in training. Nurse Mataira qualified for registration during the year, and is now working among the Maoris under the direction of the Health Department. The frequent occurrence of typhoid fever and other epidemic diseases during the past year has shown the need for increasing the number of Maori nurses as soon as possible. Te Makarini and Buller Scholarships. —The Department is not directly concerned in the establishment of these scholarships, which have been founded out of private bequests. The regulations, however, and the syllabus of work prescribed for the examinations have been arranged by the Department, which also conducts the examination. The examination for the Te Makarini Scholarships was held on the 4th and sth December, 1911. There were six candidates for the senior and five for the junior scholarship. The work submitted by the candidates was very creditable, and showed a steady advance in quality. As the result of the senior examination, two boys appeared to be so nearly equal in merit that the trustees accepted our recommendation to grant scholarships to both. John Williams, of Te Aute College, and Reuben Hihi, of St. Stephen's School, were therefore awarded senior scholarships. Waiatua Corbett, of Te Aute College, deserves honourable mention for his work ; and a word of praise is due also to the candidates from Karetu Native School. The Junior Scholarship was awarded to Ohaki Potae, of Rangitukia Native School, who was much the best. One candidate came from a South Island school, and though he did very well in most of the subjects, his want of knowledge of Maori caused him to lose ground. For the Buller Scholarship there was only one candidate who satisfied the conditions of the regulations as to race. It is expressly stipulated in the terms of the trust that the candidates shall be predominantly Maori—half-castes are excluded. Though the work of the candidate in the other subjects was fairly satisfactory, he did not satisfy the requirements in arithmetic, and therefore failed to gain a scholarship. It is important that the headmasters of the schools and colleges which present candidates for this examination should see that the conditions as to race are fulfilled before the entries are made. In order to leave no room for uncertainty, some amendment of the regulations will be made during the current year. Attendance, etc. The attendance at the village schools has been considerably affected this year through the prevalence of epidemic diseases, owing to which some of the largest schools and several smaller ones were closed for some time. Only a very small increase of 0-5 per cent, has been made this year in the percentage of regularity, which is now 86-3. In thirty-four schools an average of over 90 per cent, was reached, 121 certificates of the first class and 120 of the second being gained during the year. In Te Kao School, out of a rollnumber of fifty-one, twenty-nine first-class and five second-class certificates were obtained, and, in spite of the fact that the pupils walk many miles to reach the school, it still maintains the premier position for attendance, with an average of 98-5 per cent. The number of children on the rolls of the schools at the end of the year was 4,557, as against 4,280 in 1910. The average weekly roll-number was 4,621, and the average yearly attendance 3,990, an increase of 276 on that of the previous year. The total number of children at the 31st December, 1911, in Native schools of one kind or other inspected by us was 5,174, the average weekly roll-number being 5,245, and the average attendance 4,563. Information as to expenditure on the schools, classification of the children as to race, standards, and ages, the results of inspection, &c, is given in the tables attached to this report. Conclusion. In reviewing the year's work, we feel that the schools have made steady advance in general efficiency. We find that the teachers are imbued with a strong desire to make their schools successful, and welcome any suggestions and assistance tending in that direction. Placed as the majority of them are in some of the most remote and isolated parts of the Dominion, they carry out their duties with an enthusiasm and devotion that entitle them to every credit and consideration. We desire, therefore, to express again our hearty appreciation of the services rendered by them. We have, &c, William W. Bird, ) T John Pobteous, j l^^

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Maori Girls of St. Joseph's Convent School, Napier.

Matihetihe School, in charge of Teachers who Belong to the Maori Race. To face page 10.]

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Children at Pamoana School, Wanganui River.

Rawhitiroa School, Raglan, showing Type of Building.

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Waimiha School, King-country, conducted in Temporary Buildings.

School conducted in Meeting-house, Waiuku.

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Te Matai Native School, Bay of Plenty.

Maori Nurse working with European Nurse in charge of Fever Camp, East Coast.

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Table H1. NATIVE SCHOOLS AND TEACHERS, WITH CERTAIN DETAILS OF EXPENDITURE. List of the Native Village Schools, and Schools at which Native Children are maintained by the Government of New Zealand, with the Expenditure on each and on General Management, during the Year 1911; and the Names, Classification, Status, and Emoluments of the Teachers as in December, 1911. In the column "Position in the School," H M means Head Master; H F, Head Mistress; M, that there is a Master only; F, Mistress only; A M, Assistant Male Teacher; A F, Assistant Female Teacher; S, Sewing-mistress.

APPENDIX.

1. 3. 3. Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Bates of Payment during Last Month of Year. Name of School. Ill fli 4. 5. 6. 7. 8. 9. 10. a 11. 12. (Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) County. Salaries and House Allowances. Other Ordinary Expenditure. Buildings, Sites, Fencing, and Furniture. Total. Teachers on the Staff at the End of the Year. I For Salary, including Lodgingallowances. 1 5 Gbade I. £ s. d. 115 0 0 £ s. d. 18 18 5 £ s. d. £ s. d. 133 18 5 £ s. d. 105 0 0 £ 10 Waimiha .. .. ' West Taupo Spence, Miss J. A. F Gbade Hα. Hokianga Masterton 135 0 0 123 10 0 1 7 0 27 7 6 136 7 0 150 17 6 Hubbard, C. C. Taylor, Miss A. Taylor, Mrs. M. J. Gibbons, Miss E. M. L. ■ Walker, H. McN. Walker, Mrs. E. C. Rayner, H. H. Rayner, Mrs. F. E2 M F S F M S HM AF 135 0 0 108 0 0 4 0 0 108 0 0 108 0 0 4 10 0 170 0 0 50 0 0 Motuti Okautete Otamauru Pamoana Whakatane Waimarino 116 0 0 99 5 5 12 15 8 30 7 6 128 15 8 129 12 11 Parapara Mangonui 211 4 2 6 7 8 217 11 10 Gbade Hβ. Bay of Islands .. 174 0 11 20 11 6 194 12 5 Karetu Kenana Mangamaunu Mataora Bay Port Waikato Rangiawhia Mangonui Kaikoura Ohinemuri Waiuku Mangonui 126 1 8 165 0 0 158 6 8 141 11 3 177 10 0 98 3 9 5 19 3 4 12 2 56 10 6 25 5 8 0 5 3 224 5 5 170 19 3 162 18 10 198 7 0 202 15 8 Tawhiri, R. H. Shepherd, Miss E. Pollock, C. G. L. Pollock, Mrs. M. Moss, Mrs. M. E. Handcock, Miss G. Handcock, Miss M. Chaplin, C. S. Ward, Miss V. Taua, W. H. .. Taua, Miss J. .. Clark, Mrs. C. E. Clark, H. E. .. Smith, Mrs. L. R. Dixon, Miss H. Scammell, W. H. Scammell, Mrs. A. E. Horneman, Mrs. A. Hone, Miss M. C4 HM AF HM AF E3 i F .. HF AF HM AF HM AF E2 HF .. I AM HF A F HM AF E2 HF AF 125 0 0 *50 0 0 108 0 0 20 0 0 165 0 0 140 0 0 20 0 0 108 0 0 *50 0 0 150 0 0 25 0 0 120 0 0 20 0 0 135 0 0 *65 0 0 108 0 0 20 0 0 135 0 0 *55 0 0 Rawhitiroa Raglan 88 9 1 20 17 7 109 6 8 Te Huruhi Waiheke Island 149 3 4 3 7 10 93 17 1 246 8 3 Te Whaiti Whakatane 127 10 3 22 12 4 150 2 7 Waimarama Hawke's Bay 190 0 0 18 8 0 208 8 0 * Including £30 lodging-allowance.

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Table H1- continued. Native Schools and Teachers, with certain Details of Expenditure— continued.

1. 2 # 8. of d «§■§ Annual Rates of Payment during Last Month of Year. Expenditure for the Year. Names, Classification, and Status of Teachers. Name of School. County. a be o If! fcll 4. 5. ! 6. Other Ordinary \*$™g&™? Expenditure. f Si?f 7. 8. 9. 10. M r 11. I 12. (Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) Salaries and House Allowances. Total. Teachers on the Staff at the End of the Year. § For Salary, ' ■§ S a including Lodging-, § S allowances. o Gkade III. Arowhenua. Geraldine £ s. d. I 245 0 0 i £ s. d. I 24 19 0 £ s. d. £ s. d. 269 19 0 Reeves, W. H. Reeves, Mrs. W. Judkins, Mrs. A. Judkins, L. .. Lamont, J. R. Lamont, Mrs. M. M. T. Hulme, Mrs. M. Hulme, R. H. Wylie, Miss M. Christmas, Miss D. Paul, Miss H. Paul, Miss M. J. Maunder, F. B. Maunder, Mrs. E. J. Woods, G. E.. . Weaver, Miss S. Nisbet, R. J. Nisbet, Mrs. J. Read, A. H. .. Read, Mrs. A. E. Woodhead, A. Woodhead, Miss C. K. Crene, P. Crene, Mrs. E. Foley, Miss S. F. V. .. Richards, Miss H. Clemance, P. H. Clemance, Miss G. Wills, C. P. .. Wills, Mrs. I. M. Alford, E. H. M. Alford, Mrs. F. O'Connell, T. F. Emanuel, Miss A. Baigent, Miss B. F. McFarlane, C. T. Gillespie, Mrs. M. D. .. Miller, D. W... Miller, Mrs. E. Pringle, W. J. J. Pringle, Mrs. A. D3 HI .. i AF El i HF .. I AM .. j HM .. ! AF Lie. H F AM HF AF HF AF D4 HM AF H M AF HM AF HM D3 AF D2 HM AF H M AF HF AF D2 HM AF E3 H M D2 ! AF .. i HM AF HM AF F HM AF HM E2 AF HM AF £ s. d. 175 0 0 50 0 0 160 0 0 40 0 0 155 0 0 45 0 0 170 0 0 50 0 0 150 0 0 35 0 0 160 0 0 *80 0 0 155 0 0 35 0 0 160 0 0 50 0 0 190 0 0 75 0 0 150 0 0 40 0 0 180 0 0 50 0 0 150 0 0 40 0 0 150 0 0 40 0 0 195 0 0 75 0 0 150 0 0 35 0 0 170 0 0 50 0 0 162 0 0 *70 0 0 135 0 0 160 0 0 *80 0 0 185 0 0 70 0 0 150 0 0 40 0 0 £ 20 Kakanui Helensville 200 0 0 1 2 0 201 2 0 Karioi Waimarino 200 0 0 ! 11 13 6 211 13 6 Maraeroa Hokianga 220 0 0 31 8 0 251 8 0 Matata Whakatane 207 10 0 6 4 6 213 14 6 Matihetihe Hokianga 240 0 0 13 4 10 j 253 4 10 Motiti Island Tauranga 194 16 6 21 2 4 215 18 10 Ohaeawai Bay of Islands .. 210 0 0 0 6 0 216 6 0 Omanaia Hokianga . . 265 0 0 9 13 274 1 3 Oparure Waitomo 190 0 0 ! 2 9 8 192 9 8 Otamatea Otamatea 220 9 5 60 11 11 281 1 4 Pamapuria Mangonui 190 0 0 2 15 8 192 15 8 Paparore 190 0 0 1 10 7 J 191 10 7 Pipiriki Wanganui 270 0 0 185 0 0 2 6 7! 1 19 0 1 9 0 272 6 7 Rakaunui Kawhia 188 8 0 Rangiahua Wairoa 25 1 1 2 3 6 790 15 9 818 0 4 Reporua Waiapu 24! 15 0 32 7 6 274 2 6 Taharoa Tangoio Kawhia Wairoa 34 10 0 240 0 0 255 0 0 7 10 61 11 1 23 17 8 857 0 6 169 17 9 898 11 6 301 11 1 Takahiwai Whangara 448 15 5 Te Ahuahu Bay of Islands .. 190 0 0 190 0 0

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Te Haroto Te Kerepehi .. I Wairoa .. Thames 214 6 2 177 10 0 175 12 10 8 10 5 2 12 6 222 16 7 J Manning, W. H. Manning, Mrs. M. 180 2 6 Vine, H. G. .. Vine, Mrs. W. M. 210 1 7 Southall, T. R. Southall, Mrs. E. M. .. 221 18 0 Millar, W. McK. Rogers, Miss T. 185 10 6 i Housley, B. C. ' Housley, Mrs. E. M. .. 199 1 2 j Loudon, Miss R. Blathwayt. Miss M. 248 13 8 j England, W. .. Hodson, Miss S. 35 12 10 I Zimmermann, J. E. I Zimmermann, Mrs. E. 236 11 6 ! Levert, Miss M. L. Levert, Miss L. C. 285 3 9 Lloyd, Miss K. B. Irwin, Miss B. 269 0 0 Welsh, A. C. .. Welsh, Mrs. C. E. A. .. 280 13 2 i Frazer, W. .. Shaw, Miss H. B. 193 3 3 Kernahan, R. I. Kernahan, Mrs. F. A. A. 189 5 9 Grindley, G. .. Grindley, Mrs. C. '.'. J Lie. '' i !! D4 .. J Lie. '.'. J Lie. E3 HI AF HI AF HM AF H M AF HM AF HF AF HM AF HM AF HF AF HF AF HM AF HM AF HM AF HM AF 135 , 0 0 35 0 0 142 10 .0 35 0 0 135 0 0 35 0 0 150 0 0 *70 0 0 150 0 0 35 0 0 150 0 0 50 0 0 165 0 0 *65 0 0 142 10 0 35 0 0 175 0 0 50 0 0 150 0 0 *65 0 0 150 0 0 35 0 0 170 0 0 50 0 0 135 0 0 f35 0 0 135 0 0 35 0 0 Te Rawhiti Bay of Islands .. 34 8 9 Te Waotu .. West Taupo 220 0 0 1 18 0 Touwai Whangaroa 185 0 0 0 10 6 Waikouaiti Waikouaiti 195 16 8 3 4 6 Waimamaku .. Hokianga 225 0 0 23 13 8 Waiotapu .. I Whakatane 17 5 2 18 7 8 Waioweka Opotiki 225 0 0 11 11 6 Waitapu .. I Hokianga 215 0 0 20 8 9 49 15 0 Waiuku Whangara .. j Waiuku .. Cook 247 5 2 21 14 10 20 220 0 0 60 13 2 Wharekahika Wharekawa Gbadb IV a. Hapua Kokako .. I Waiapu Thames Mangonui . . ' Wairoa 149 11 8 43 11 7 180 10 7 8 15 2 270 0 0 17 3 2 287 3 2 Law, H. Law, Miss N. M. 142 8 0 Smith, H. P. .. Smith, Mrs. A. E. 253 11 7 Greensmith, E. Greensmith, Mrs. I. 348 4 7 Malcolm, G. H. Church, Miss L. 342 7 8 J McLauchlan, J. McLauchlan, Mrs. M. .. 311 0 9 Adkins, J. Adkins, Mrs. E. 660 14 3 j Hayman, F. J. McBeath, Miss F. 300 11 5 Gordon- Jones, Miss J. .. Leef, Miss K. 279 2 9 Baker, Miss F. E. E. Baker, Miss H. A. 439 17 5 Lundon, Miss C. J. I Hennessey, Miss E. M. 332 18 3 Bennett, J. W. Bennett, Mrs. M. E. Parker, Miss E. E. 268 17 3 White, H. H. White, Mrs. I. .. j D2 i .. C2 '.'. E2 '.'. I Lie. '.'. Dl 0 4 .. i .. HM AF HM AF HM AF HM AF HM AF HM AF HM AF HF AF HF AF HF AF HM AF AF H M AF 195 0 0 75 0 0 180 0 0 60 0 0 185 0 0 65 0 0 210 0 0 *105 0 0 180 0 0 60 0 0 195 0 0 75 0 0 195 0 0 *90 0 0 171 0 0 *90 0 0 195 0 0 75 0 0 190 0 0 *105 0 0 195 0 0 60 0 0 *50 0 0 190 0 0 75 0 0 60 0 0 82 8 0 Manaia Mangamuka Omaio Coromandel Hokianga .. j Opotiki 250 0 0 2 19 7 0 12 0 298 0 1 50 4 6 233 5 7 109 2 1 Oromahoe 1 .. j Bay of Islands .. 270 0 0 41 0 9 Oruanui East Taupo 289 15 5 370 18 10 Otaua Hokianga 261 0 0 9 17 11 29 13 6 Paeroa .. j Tauranga 270 0 0 9 2 9 Papamoa 295 0 0 3 10 141 16 5 Pawarenga Hokianga 271 15 3 61 3 0 Peria Mangonui 265 0 0 3 17 3 * Including £30 lodfting-allowance. + On leave of absence.

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Table H1 — continued. Native Schools and Teachers, with certain Details of Expenditure— continued.

X. *s. ill Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Hates of during Last Month of Year. Name of School. County. ill 4. 5. 6. 7. 8. 9. 10. ii 11. 12. For Salary, •§ " a including Lodgingallowances. Hy § ■*- — |g «< (Schools are entered in the Order of Grades and in Alphabetical Older in each Grade.) Salaries and House Allowances. Other Ordinary Expenditure. Buildings, Sites, Fencing, and Furniture. Total. Teachers on the Staff at the End o( the Year. I Gbadk IVa — continued. Poroti Auckland .. [ £ s. d. 231 0 0 £ s. d. 158 3 6 £ s. d. £ s. d. 389 3 6 Thompson, R. H. Thompson, Miss E. D. F. Matthews, F. H. S. Matthews, Miss E. W. Busby, Miss D. Brown, C. C. .. Brown, Mrs. CM. Saunders, W. S. McLachlan, Miss A. Burns, R. N. Marchant, Miss A. Cameron, D. . . Cameron, Mrs. M. Rogers, H. .. Rogers, Mrs. E. E. Whelan, E. J. Whelan, Mrs. S. Godwin, H. P. E. Blathwayt, Miss E. Tamihana, Miss M. Melntyre, J. .. Mclntyre, Miss K. Geissler, H. W. Geissler, Mrs. I. P. Wj'kes, F. R... Wykes, Mrs. B. Drake, A. G. Drake, Mrs. R, K. Brown, C. H. Brown, Mrs. C. J. Munro, J. B Munro, Mrs. F. M. Hamilton, H. R. W. Hamilton, Miss E. Lumsden, Miss A. Jamieson. Miss M. Thirtle, H. L. Wikiriwhi, Miss K. Duthie, Miss E. E. Duthie, Miss B. G. Lie. HM AF HM AF AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF AF HM AF HM AF HM AF HM AF HM AF HM AF H M AF HF AF HM AF HF AF £ s. d. 171 0 0 60 0 0 190 0 0 f40 0 0 ■j-20 0 0 190 0 0 75 0 0 190 0 0 *105 0 0 190 0 0 *90 0 0 180 0 0 60 0 0 180 0 0 60 0 0 162 0 0 60 0 0 180 0 0 *95 0 0 *50 0 0 190 0 0 70 0 0 190 0 0 75 0 0 190 0 0 75 0 0 190 0 0 75 0 0 190 0 0 75 0 0 190 0 0 75 0 0 195 0 0 60 0 0 180 0 0 *90 0 0 171 0 0 *90 0 0 190 0 0 60 0 0 £ Pukepoto Mangonui 278 3 11 278 3 11 25 Ranana Rotorua 265 0 0 8 9 6 273 9 6 Raukokore Opotiki .. I 295 0 0 42 0 2 337 0 2 Taemaro Mangonui 280 0 0 43 16 1 323 16 1 Te Kaha Opotiki 233 10 8 124 1 3 357 11 11 D4 'I?e Kao Mangonui Tauranga 240 0 0 20 7 8 260 7 8 D2 D2 Te Kotukutuku 222 0 0 24- 16 7 58 3 5 305 0 0 Te Matai 295 16 8 98 1 0 393 17 8 Te Pupuke Whangaroa 260 0 0 3 10 3 263 10 3 Dl ' Tikitiki Waiapu 263 15 0 9 4 2 272 19 2 Tokaanu East Taupo .. ! 265 0 0 15 16 0 280 16 0 Torere Opotiki 265 0 0 8 6 0 273 6 0 Tuhara Wairoa 270 8 4 4 9 2 274 17 6 E2 Wai-iti Rotorua 265 0 0 16 5 0 281 5 0 Waikare Bay of Islands .. 256 5 0 0 9 6 256 14 6 E3 Waiomatatini .. Waiapu .. | 273 6 8 7 12 0 91 14 0 372 12 8 Lie. Waitahanui Whakarara East Taupo Whangaroa .. | 233 11 3 255 3 4 53 0 5 6 10 11 286 11 8 Lie. 261 14 3

E.— 3

15

Whangaruru Bay of Islands .. 231 0 0 38 0 8 269 0 8 MacKay, G. .. MacKay, Mrs. J. 351 3 4 Howarth, 0. J. Howarth, Mrs. H. A. .. .. I Lie. EM AF .. D3 ! HM .. I .. J AF 60 0 195 0 0 60 0 0 Whareponga Waiapu 252 18 4 98 5 0 Grade IVb. Hiruharama Waiapu 305 0 0 63 19 6 368 19 6 Mahoney, C. .. Mahoney, Mrs. H. I. Mahoney, Miss CD. 419 16 10 South, M. South, Mrs. E. S. Aranui, Miss N. 388 13 8 Ablett, C. W. Robertson, Miss M. Lawson, Miss M. 315 0 6 Heriihy, P. .. Herlihy, Mrs. M. Heriihy, Miss E. 339 3 0 Harrison, H. .. Harrison, Mrs. E. A. Savage, Miss H. 367 12 5 Hope, J. Hope, Mrs. A. Kaua, Miss M. 364 17 0 Lee. J. B. Lee, Mrs. E. E. Kingi, Miss E. Te Wao, Miss E. 318 15 0 '■ Kelly, F. Kelly, Mrs. W. Green, Miss E. 483 1 6 Downey, M. .. Downey, Mrs. J. Downey, Miss G. 323 5 8 Sinclair, D. .. J Sinclair, Mrs. M. j Baston, Miss E. 397 4 3 I Coventry, H. Robertson, Miss A. Pewhairangi, Miss A. K. 362 6 0 Broderick, H. W. Broderick, Mrs. J. S. Broderick, Miss M. A. .. 344 5 11 Johnston, G. .. Johnston, Mrs. M. E. .. Callaway, Miss E. Williams, Miss M. 334 16 10 Burgoyne, H. W. Burgoyne, Miss C. Raureti, Miss I. 314 18 9 Lisle, F. Lisle, Mrs. M. F. D. Latimer, Miss J. 349 13 8 Hamilton, H. A. Hamilton, Miss H. Hamilton, Mrs. H. .. i CI I HM .. E4 ! AF ..I .. i AF .. i E2 HM .. ! .. AF AF HM AF AF .. J Dl j HM .. I .. AF .. ! .. AF .. Dl HM AF AF .. i .. HM .. I El AF .. j .. AF .. j .. HM AF .. I .. AF .. ! .. AF .. ; Dl H 11 AF AF H M AF AF HM AF AF .. D2 HM AF AF HM ..El AF AF Lie. H M .. D3 AF AF AF HM AF .. J .. AF HM .. .. AF .. .. AF .. El HM AF AF 195 0 0 75 0 0 35 0 0 2.15 0 0 85 0 0 *65 0 0 205 0 0 *100 0 0 *55 0 0 195 0 0 75 0 0 35 0 0 210 0 0 70 0 0 •55 (I 0 205 0 0 80 0 0 *65 0 0 193 10 0 75 0 0 i *5o o o ; *50 0 0 195 0 0 1 75 0 0 ■ *55 0 0 190 0 0 75 0 0 25 0 0 190 0 0 75 0 0 *50 0 0 210 0 0 *95 0 0 20 0 0 210 0 0 85 0 0 20 0 0 180 0 0 65 0 0 *50 0 0 *50 0 0 205 0 0 60 0 0 *50 0 0 185 0 0 70 0 0 *55 0 0 215 0 0 < 85 0 0 35 0 0 Nuhaka Wairoa 415 8 4 4 8 6 Omarumutu .. I Opotiki 358 6 8 30 7 0 Parawera .. West Taupo 305 0 0 10 0 6 Poroporo Whakatane 335 0 0 4 3 0 Rangitukia .. i Waiapu 349 3 4 18 9 1 Ruatoki Whakatane 362 10 11 2 6 1 Tautoro .. j Bay of Islands .. 318 15 0 Te Araroa Waiapu 290 0 0 193 1 6 Te Teko Whakatane 321 13 4 1 12 4 Tokomaru Bay Waiapu 315 17 2 81 7 1 Tuparoa 321 5 0 41 1 0 • Whakarapa Whakarev/arewa Hokianga I ■ .. I Rotorua 318 1 0 310 7 10 310 0 0 343 6 8 26 4 11 24 9 0 4 18 9 6 7 0 Whangape Hokianga Whirinaki * Including £30 lodging-allowance. lecial arranj ;ement.

E.—3.

16

Table H1— continued. Native Schools and Teachers, with certain Details of Expenditure— continued.

1. 2. 3. Tin Expenditure for the Year. Barnes, Classification, and Status of Teachers. Annual Rates of Payment during Last Month of Year. Name of School. County. I'll III 4. Otter Ordinary j B «~ Expenditure, j Furmt ' ure . '7. 8. 9. 10. il r 11. ; 12. {Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) Salaries and House Allowances. Total. Teachers on the Staff at the End of the Year. "to For Salary, ;including.Lodging- * o | allowances. Hhjo Grade V. Ahipara .. .. .. Mangonui .. ' Kaikohe .. .. . . Bay of Islands .. Waima .. .. .. Hokianga £ s. d. £ s. d. I £ s. d. 445 0 0 6 0 1! 450 0 0 13 12 9 2 10 0 400 6 10 ■ 4 9 6 J £ s. d. 451 0 1 V 466 2 9 G G 404 16 4 C C r>. Williams, J. W. Williams, Mrs. M. G. .. Kereama, Miss M. Matthews, Miss E. Grace, C. W. .. Grace, Mrs. I. Beresford, Miss M. Parrell, Miss E. Coughlan, W. N. Coughlan, Mrs. I. A. M. Callaway, Miss C. Padlie, Miss F. Villiams Villiams Lereama latthew Jrace, C Irace, M seresiorc >arrell, ] !oughlai 'oughlar s, i 8, I s>. 1 a, j Mrs Mil n, J. Mr Mil w. SL 1 Mi iss W Mi w rs. 1SS [iss 1." lisa ! E. [rs. J. M. G M M. s E. s M. . I. A G. V. J M. i I £ s. d. : £ .. ! H M I 225 0 0 .. A F 90 0 0 J .. A F i *75 0 0 A F j *55 0 0 .. .. H M I 235 0 0 .. .. AJ 90 0 0 .. .. ! A F j *70 0 0 I .. A F *55 0 0 HM 215 0 0 J .. AF 80 0 0 ! .. A F *65 0 0 I .. .. Iα F *50 0 0 Alofi (Niue Island) .. .. Cook Islands P 20 10 8 J ,'allawaj 'adlie, 3 y, - Ml ss '. iss F. : (J. 20 16 8 I Schools not open on 31st December :— Te Kopua .. .. .. Waitomo Orauta . . .. .. Bay of Islands .. | Whakaki .. .. .. Wairoa .. j Horoera .. .. .. East Cape Waihua .. .. .. Wairoa Rangitahi .. . . .. Whakatane Boarding-schools — St. Stephen's .. .. Eden .. .. I Queen Victoria .. .. ,, .. .. j Waerenga-a-hika . . . . Cook Hukarere .. ., .. Hawke's Bay St. Joseph's .. .. ,, Te Aute Turakina .. .. .. Rangitikei Inspection Manual-instruction classes Other miscellaneous expenditure not chargeable to particular schools (school-books and material, scholarships, &c.) ., 106 0 0 16 9 184 16 7 37 11 3 588 4 7 j 11 19 0 9 10 0 552 17 10 I 0 18 0 768 18 0 491 13 8 ! 100 0 0 295 0 0 487 8 0 285 0 0 195 0 0 880 0 0 415 18 6 403 11 4 ! 792 16 2 ! 107 6 9 810 12 5 11 19 0 9 10 0 552 17 10 0 18 0 7G8 18 0 ; 491 13 8 100 0 0 295 0 0 487 8 0 285 0 0 195 0 0 1,295 18 6 403 11 4 ! 792 16 2 :: :: :: :: i .. .. . 25,394 13 10 J 7,308 3 10 3,450 19 1 j |t36,153 16 9 24,778 0 0 Totals .. * Including £30 lodging-allowance, mditure is £35,881 9s. 4d. f Including £2,180 paid from national endowment reserves revenue, and £500 from the Tauranga educational endowment reserves revenue; deducting recoveries, £272 7s. 5d. 3 the net

17

E.—3.

Table H2. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1911. [In this list the schools are arranged according to regularity of attendance in the last column.]

3—E. i.

Schools. 1. Number belonging at Beginning of Year. 2. 3. Number Number admitted : who left during \ during Year. Year. School-roll. 4. Number belonging at End of Year. 5. Average Weekly Number. 6. *!■ DC F-4 m 7. I :*$ la-si Te Kao Manaia Taharoa( 2 ) Mataora Bay Motiti Island Karetu Oparure Omauaia Omarumutu Baukokore Wharekahika Torere Omaio .. Waima Kakanui Rangiawhia Paeroa Whirinaki Taemaro Waitapu Bakaunui Otamauru Bangitukia Whangaruru Waiomatatini Touwai Whakarewarewa Pawarenga Te Rawhiti Wai-iti Tuparoa Matihetihe Whakarara Whangape Reporua Takahiwai Arowhenua TeHuruhH 1 ) .. Mangamuka Okautete Orauta( 3 ) Bawhitiroa Poroporo Waikouaiti Maraeroa Parawera Te Waotu Te Whaiti Waiotapu( 2 ) Whakarapa Tuhara Te Kaha Tikitiki Waitahanui Mangamaunu Wharekawa Oromahoe Karioi Peria Te Teko Parapara Kokako(') Te Matai Nuhaka Tautoro Port Waikato .. Poroti Te Haroto Bangiahua(') Te Kotukutuku Otaua Matata.. Kaikohe Pamoana 42 34 22 24 Iβ 38 28 60 47 29 40 38 88 25 18 49 78 36 27 29 18 55 45 45 25 60 30 29 46 52 28 38 57 32 31 36 14 5 37 2 10 11 16 18 13 15 5 12 17 15 4 10 22 33 15 2 7 27 14 28 27 24 40 11 22 29 18 7 7 9 18 35 18 7 98 14 28 12 16 16 6 9 35 32 20 20 16 7 13 9 8 18 14 21 12 55 39 37 17 15 15 11 36 10 12 12 35 9 4 7 1 3 7 5 12 7 10 7 4 7 3 18 6 1 19 28 2 5 6 2 13 11 18 15 14 9 6 16 21 8 14 3 I 5 10 3 6 9 22 20 11 10 12 ; 8 10 2 28 11 11 3 16 10 9 . 4 18 6 18 6 1 8 28 21 15 9 7 11 17 13 27 1 52 32 36 21 27 22 42 39 63 55 30 45 52 85 23 27 52 83 34 37 25 23 69 48 55 37 70 61 34 52 60 28 48 50 36 35 44 32 56 20 76 28 57 30 42 59 35 21 33 91 55 46 50 23 21 28 39 26 47 58 29 54 76 102 43 23 51 23 36 42 39 38 96 21 51 33 32 21 26 22 40 40 64 54 30 44 48 91 25 23 53 84 35 33 26 I 21 70 [ 52 I 37 39 70 61 32 51 63 28 47 56 36 33 42 j 28 j 53 ! 21 77 27 57 32 45 60 35 : 26 32 ; 99 ; 57 48 49 28 22 30 41 27 50 54 32 53 73 104 47 21 50 26 33 45 44 i 38 100 20 i 50 33 31 21 25 21 38 38 61 51 28 41 45 85 23 21 49 78 32 30 23 20 64 47 52 37 63 56 29 46 57 25 43 50 32 29 37 25 47 19 68 24 50 28 39 52 30 23 28 86 50 41 43 24 19 21 36 23 43 46 27 45 62 88 40 18 43 22 28 38 37 32 84 16 98-5 98-3 98-0 97-8 96-8 96-7 95-3 95-2 95-2 93-8 93-8 93-7 93-5 93-0 93-0 92-6 92-6 92-2 91-8 91-7 91-6 91-4 91-4 91-0 91-0 90-9 90-8 90-8 90-7 90-5 90-4 90-3 90-2 89/7 89-2 89-1 88-7 88-7 88-6 88-4 88-3 87-9 87-8 87-7 87-6 87'4 87-3 87-3 87-1 87-1 87-1 86-5 86-5 86-5 86-3 86-3 86-3 S6-2 86-2 85-9 85-8 85-7 85-0 84-8 84-8 84-7 84-7 84-2 83-9 83-9 83-8 83'6 83-4 82-9 44 22 18 49 29 36 55 37 22 87 M 37 37 32 18 28 35 26 39 55 23 45 93 47 23 45 19 43 44 39 88 13 (i) Opened first quarter 1911. (2) Opened fourth quarter, number retained in the tables throughout. (8) Opened first quarter, 1911; closed temporarily fourth quarter,

E.—B.

18

Table H2 — continued. List of the Native Village Schools, with the Attendance of the Pupils, etc. — continued.

Schools. 1. Number belonging at Beginning of Year.; 2. Number admitted during Year. 8. Number who left during Year. School-roll. 4. Number belonging at End of Year. 6. " -IT— *|. pa Average , ■< § S Weekly -gg-S Number. ■ "•§ | 7. 1 s» o>; B8*f 5*00 0 Cenana ?angoio Vaioweka 'apamoa lotuti.. Vaimamaku 'ukepoto V'aimiha Vhangara tuatoki .. .. .. 'e Ahuahu >tamatea :e Kopua(') (an ana )haeawai 'okaanu 'e Araroa 'okomaru Bay 'amapuria lapua .. )ruanui 'e Pupuke Vhareponga Vaikare liruharama Vaimarama Uiipara 'aparore 'e Kerepehi 'ipiriki 26 32 25 51 18 32 45 15 26 91 30 26 14 38 31 25 39 58 72 26 36 44 36 28 37 57 29 98 31 27 21 13 II 14 5 2 13 13 is 12 28 19 16 Id Hi 14 13 32 24 25 16 25 10 12 21 17 Lβ 17 35 31 15 21 9 II 9 7 1 10 8 7 6 32 12 13 24 9 10 13 16 12 16 5 18 4 9 22 12 12 16 37 24 16 17 30 32 30 49 19 35 50 26 32 87 37 28 28 34 31 51 19 36 51 24 30 91 37 28 13 43 36 20 50 69 90 37 44 47 40 35 42 til 32 96 36 29 27 23 28 20 42 16 30 41 20 24 74 30 23 10 35 29 21 40 55 70 29 36 36 31 27 32 46 24 72 27 21 19 82-9 82-8 82-8 82-6 81-8 81-6 81-1 81-0 80-9 80-9 80-9 80-7 79-8 79-? 79-5 79-5 79-0 78-9 78-5 78-2 78-2 77-0 77-0 76-6 75-8 75-8 75-7 75-6 73-6 70-9 681 45 35 25 55 70 81 36 43 50 38 27 42 61 31 96 38 26 25 Totals for 1911 3,832 1,883 1,158 4,557 4,621 3,990 86-3 Totals for 1910 3,731 1,585 1,036 4,280 4,325 3,714 85-8 lission schools subject to inspection by the Education Department— Tokaanu Convent Matata Convent Putiki Otaki Mission College Te Hauke 41 38 21 62 34 15 17 20 29 4 9 4 11 23 4 47 51 30 68 34 46 44 30 76 34 44 42 27 64 19 95-4 93-8 89-6 84-2 57-6 Totals for 1911 196 85 51 230 230 196 85-2 Totals for 1910 231 84 94 221 212 178 83-9 Joarding-schools affording secondary education— Te Aute College Queen Victoria (girls) Turakina (girls) Te Waipounamu College (girls) Clareville College St. Stephen's (boys) St. Joseph's Convent (girls) Waerenga-a-hika College Hukarere (girls) 47 39 16--3 19 27 42 12 36 35 26 14 13 20 40 36 9 21 11 17 3 2 15 5 10 ] 4 71 48 27 14 24 62 68 20 63 74 47 27 14 27 61 71 19 r>4 72 46 27 13 26 59 68 18 48 98-2 98-2 97-3 96-6 96-2 95-9 95-8 91-8 89-5 Totals for 1911 241 214 OS 387 394 377 95-9 Totals for 1910 360 174 156 378 386 367 95-0 Grand totals for 1911 Grand totals for 1910 4,2P9 4,322 2,182 1,843 1,277 1,286 5,174 4,879 5,245 4,923 4,563 4,259 86-8 86-5 (1) Closed fourti quarter.

19

E.-3

Table H3. (a.) Number of Maori Pupils receiving Higher Education at the End of 1911.

(b.) Maori Pupils holding Industrial Scholarships at the End of 1911.

(c.) Maori Pupils, formerly attending Native Boarding-schools, Holding Hospital Nursing Scholarships at the End of 1911.

Government Pupils. Schools. Formerly Formerly £™* e attending attending Tem _ orarv ™ pU9 ' Native Publio temporary. Schools. Schools. ■ I Totals. ioarding-schools— St. Stephen's (boys), Auckland ... Tβ Aute (boys), Hawke's Bay ... Waerenga-a-hika (boys), G-isborne Clareville (boys), Carterton Hukarere (girls), Napier St. Joseph's (girls), Napier Queen Victoria (girls), Auckland Turakina (girls), Wanganui) Te Waipounamu (girls), Canterbury 29 14 5 21 20 25 • 8 3 33 57 15 24 32 45 ys 17 13 62 71 20 24 53 68 48 27 14 "a i Totals 122 259 387

Number. School. Trade to which Scholars are apprenticed. District. 1 1 1 1 1 1 i 1 1 1 1 L 1 Rangitukia Native School Hapua Native School Saddler Auckland. Blacksmith 'i it Whangaruru Native School .. Manaia Native School Paeroa Native School Whakarewarewa Native School Torere Native School Rangiawhia Native School ... Touwai Native School Tokorangi Public School Hukerenui S. Public School... Hikurangi College, Clareville... Builder Sheep-farmer ... Government Railway Workshops... Bootmaker Builder Government Railway Workshops... it a Waiapu. Auckland. Wanganui. Auckland. Wellington. tt

Number. Nature of Scholarship. Boarding-school. Hospital. J 2 I Probationer Hukarere, Napier Queen Victoria, Auckland Hukarere, Napier Invercargill. Auckland. Napier. //

8.—3.

20

Table H4. Classification of European Children attending Native Schools at the End of Year 1911.

Table H5. Maori Children attending Public Schools, December, 1911.

Table H5a. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1911.

Education Districts, F. I. Standard Classes. II. III. IV. Standard Classes. V. VI. VII. Certificates Total. of Competency. Certificates of Proficiency. Auckland Wanganui Wellington .. Hawke's Bay North Canterbury Otago 156 3 1 33 3 3 27 2 2 8 1 5 55 2 1 11 1 2 36 ! 38 1 1 0 I 1 8 i 8 0 0 2 J 1 47 I 49 28 5 0 8 0 2 26 0 2 10 2 1 18 0 0 3 1 0 384 14 7 89 8 16 11 2 10 1 2 1 Totals, 1911 199 45 72 43 41 22 518 13 14 Totals, 1910 154 60 34 39 \ 46 53 27 14 427 5 1 Note.—For the puri 'eokoned as European. loses of this return, children intei mediate in blood bi itween h ,]f-caste and European are

Maorie. Certificates granted. Education Distriots. Boys. Girls. Total. Competency. Proficiency. Auckland... ... ... ... 1,341 Taranaki ... ... ... ... 98 Wanganui ... ... ... 282 Wellington ... ... ... 182 Hawke's Bay ... ... ... 374 Marlborough ... ... ... 39 Nelson ... ... ... ... 27 1,341 98 282 182 374 39 27 2 12 76 9 50 76 1,130 88 188 169 279 43 22 2 13 69 16 40 58 2,471 186 470 351 653 82 49 4 25 145 25 90 134 1 2 1 9 1 3 4 5 1 oiey ... ... ... ... 2 Westland... ... ... ... 12 North Canterbury ... ... ... 76 South Canterbury ... ... ... 9 Orago ... ... ... ... 50 Southland ... ... ... 76 i "2 2 1 1 Totals for 1911 ... ... 2,568 Totals for 1910 ... ... 2,475 2,568 2,475 2,117 1,987 4,685 4,462 5 1 29 18 Differences ... ... 93 'J3 130 223 11 Note.—For the purposes of this return, balf-oaste child] and Maori are reckoned as Maori. m and childn m intermedial in blood bet , 'een half-caste

Class P. 8. I. S. II. S. III. S. IV. S. V. S. VI. S. VII. Total. Years. to to O 3 o .a P5 O to i to o ' 3 « a o .a to to to i£ to t» o « o .a m e m a I 1 n c 5 and under 6 6- . 7 7 „ 8 8 , 9 9 . 10 I 0 , 11 .1 . 12 2 „ 13 .3 „ 14 -4 , 15 .5 years and over 169 122 .. 274 230 2 325! 283 3 226 47 158 147 74 114 98 97 82! 91 51 26 20 38 2l| 24 17 111 4 11 i ..I .. 1,4411,245 340 2 12 40 66 55 50 39 19 5 2 13 40 65 77 52 41 9 1 3 8 47 63 54 44 25 2 2 1 15 7 36 28 60 50 60 29 47 24 9 6 5 3 232 148 2 4 20 41 30 23 6 2 7 19 33 27 12 7 i 5 17 31 22 11 ■ • j 3 14 16 14 9 : ♦ • • • ! l 2 1 6 8 18 i 8 13 ! 2 I " 169 276 328 317 290 316 295 236 193 105 43 122 232 298 275 269 I 251 268 180 I 144 51 27 • • i 2 3 i i 2 Totals .. 290 298 248 126 107 87 56 39 20 5 2,568 2,117

21

8.—3.

Table H5a— continued. Average Age of Pupils in various Classes.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1911. For the purposes of this return, half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European.

Class. Average Age. Years. Months. Class, Years. Months. Average Age. Preparatory class Standard I II III 8 10 11 12 2 4 2 Standard IV V VI . VII 12 13 14 15 10 7 4 Note.— For the purposes of this return, half-caste children and children intermediate in bl caste and Maori are reckoned as Maori. ood between half Number to whom has been granted a certificate of proficiency, 29; of comj Jard VI, 5 : total, 34. Number of schools at which Maori scholars were in attends letency in Stan,nce, 551.

Race. Sehools. loris. Europeans. Totali. * Speaking English in the Home. Spt-aking Maori in the Home. Boys. Girls. Total. i Boys, Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Hapua Te Kao Paparore Ahipara ,. Pukepoto Pamapuria Rangiawhia .. Parapara Kenana Peria Taemaro Te Pupuke .. Touwai Whakarara .. Whangape Pawarenga Matihetihe Waitapu Whakarapa .. Motuti Mangamuka .. Maraeroa Waimamaku Whirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Te Ahuahu .. Oromahoe Orauta Karetu Waikare Whangaruru Te Rawhiti .. Poroti Takahiwai Otamatea Kakanui Te Huruhi .. Waiuku Port Waikato Manaia Te Kerepehi .. Wharekawa .. Mataora Bay Rawhitiroa .. Parawera 3 18 7 1 1 1 1 "7 3 4 "l 1 3 25 10 5 1 1 1 2 „• 22 25 17 35 12 17 6 11 18 11 20 17 20 26 27 29 15 11 47 9 29 22 20 48 16 40 25 57 22 18 11 16 26 12 29 30 16 17 17 13 8 12 10 11 17 4 12 14 15 30 20 27 11 29 11 .15 16 10 8 9 14 20 13 22 16 31 13 14 43 7 27 17 9 32 16 44 12 35 16 13 13 9 29 10 13 15 18 10 13 13 12 18 10 12 9 7 4 7 13 17 42 52 28 54 23 32 22 21 26 20 34 37 33 48 43 60 28 25 90 16 56 39 29 80 32 84 37 92 38 31 24 25 55 22 42 45 34 27 30 26 20 30 20 23 26 11 Iβ 21 28 47 1 3 2 7 3 2 2 10 2 3 8 1 1 2 4 1 1 4 5 10 1 5 2 16 1 2 4 4 1 2 2 4 1 3 1 7 7 17 4 7 4 26 1 4 "7 12 1 3 3 4 3 7 1 2 1 5 4 13 14 21 I I; i; i 23 25 23 55 26 20 7 14 20 21 20 17 22 26 30 30 15 19 47 10 29 23 21 50 20 41 26 58 26 19 17 25 42 12 29 32 16 30 19 14 11 13 14 11 20 13 18 14 15 35 20 27 15 41 24 16 20 15 10 26 14 21; 15 22 20 31 13 18 44 9 27 19 14 33 19 44 13 38 I 17 16 20 14 I 34 10 13 16 18 21 16 14 12 19 11 12 12 13 10 7 13 24 43 52 38 96 50 36 27 29 30 47 34 38 37 48 50 61 28 37 91 19 56 42 35 83 39 85 39 96 43 35 37 39 76 22 42 48 34 51 35 28 23 32 25 23 32 26 28 21 28 59 „• 1 1 1 3 7 5 5 1 2 3 4 1 6 9 16 1 1 2 1 "l 13 2 1 3 1 4 11 3 1 24 5 2 3 2 5 1 ] 2 5 1 6 "3 11 3 7 1 3 5 6 12 1 5 7 i2

8.—3.

22

Table H6 — continued. Race of the Children attending the Native Village Schools On 31st December, 1911— continued.

Summary of Table H6.

Race. Schools. boris. Europeai 18. Totals. Speaking English hi the Home. Spei Mao; ;he Home. •i in Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boye. Girls. Total. Bakaunui Taharoa 2 .. Oparure]^.",^.. Waimiha Te Waotu] .. Whakarewarewa Banana Wai-iti Te Whaiti .. Waiotapu Waitahanui .. Tokaanu Oruanui Te Kotukutuku Paeroa 11 19 Iβ 14 8 24 27 30 11 17 14 24 22 20 19 22 43 14 11 24 8 33 51 3 26 22 30 17 27 14 35 38 23 26 18 34 29 16 45 16 57 32 17 32 11 13 20 10 12 8 . 9 13 16 19 P8 12 3o 18 22 10 12 i 8 23 23 22 24 23 31 13 12 25 15 20 33 5 36 20 18 27 19 15 21 24 17 20 14 25 31 10 30 8 41 19 14 21 14 9 4 9 8 10 4 24 35 35 22 20 59 45 52 21 29 22 47 45 42 43 45 74 27 23 49 23 53 84 8 62 42 48 44 46 29 56 62 40 46 32 59 60 26 75 24 98 51 31 53 25 22 24 19 20 18 13 1 1 5 1 9 3 2 3 6 1 1 1 7 I \\ 15 4 i 12 13 20 16 21 21 15 11 17 18 31 39 27 18 30 22 11 10 21 12 14 ' 9 27 28 26 24 I 20 22 j 25 27 24 25 43 33 14 13 21 17 30 28 '■ 8 15; 35 22 52 35 13 17 26 37 25 20 30 22 17 29 31 24 15 15 42 28 44 25 30 20 32 23 21 15 34 26 30 31 17 10 47 34 23 9 61 41 34 21 I 18 ; 18 33 ! 21 15 17 13 10 25 1 6 14 ; 12 16 9 11 10 13 7 9 12 25 19 13 17 25 36 42 26 35 70 45 52 21 33 23 55 50 42 52 49 76 27 38 58 23 57 87 30 63 45 52 46 55 30 70 69 50 55 36 60 61 27 81 32 102 55 36 54 32 23 31 26 25 21 20 21 44 30 "4 3 "7 ! "l "l "3 3 1 4 i 5 "2 "2 4 1 4 1 3 1 6 2 3 2 2 9 4 ! 2 Papamoa Te Matai Motiti Island Matata Te Teko Otamauru Poroporo Buatoki Waioweka Omarumutu .. io 6 5 3 ~ is 9 1 4 3 22 1 3 i 9 1 14 7 10 , 9 . 4 1 1 6 8 4 4 5 1 7 1 5 7 4 3 7 8 2 1 10 2 2 12 1 Torere Omaio Te Kaha Baukokore .. Wharekahika Te Araroa Rangitukia .. Tikitiki Waiomatatini Keporua Tuparoa Hiruharama .. Whareponga .. Tokomaru Bay Whangara Nuhaka Tuhara Hangiahua Kokako Tangoio Te Haroto Waimarama .. Karioi Pipiriki Pamoana Okautete Mangamaunu Arowhenua .. Waikouaiti .. 3 4 2 5 4 1 7 6 7 6 3 7 1 3 3 1 1 1 1 2 7 4 2 1 1 4 4 1 2 4 2 "2 3 4 3 3 4 5 3 1 2 3 1 1 1 9 13 4 3 3 3 4 4 21 4 19 7 40 11 3 "9 7 ie Totals for 1911 Totals for 1910 59 52 43 50 102 102 2,159 2,099 1,778 1,(552 3,937 3,751 286 232 232 195 518 427 2,504 2,383 2,053 1,897 4,557 4,280 Difference + 7 -7 + 60 + 126 + 186 + 54 + 37 + 91 + 121 +156 + 277

1911. Kace. Boys. Girls. Total. Percentage, Percentage, 1911. 1910. I ' [aoris speaking Maori in the home [aoris speaking English in the home .. luropeans I 2,159 59 286 1,778 43 232 3,937 102 518 86-4 87-6 2-2 2-4 11-4 10-0 Totals 2,504 2,053 s 4,557 100-0 i 100-0

23

E—B.

Table H6a Classification as regards Ages and Race of Children Belonging to Native Village Schools at the End of December Quarter, 1911.

Table H6b. Classification as regards Standards and Race of Pupils on the School Rolls at the End of December, 1911.

Kace. Totals. Agee. MaoriB. Speaking English in the Home. Speaking Maori in the Home. uropeans. Boys. Girls. Total. Boys. GirlB. Total. Boys. Girls. Total. Boys. Girls. Total. 5 and under 6 .. .. 3 2 6 „ 7 .. .. 3 3 7 „ 8 .. .. 4 3 8 „ 9 .. .. 6 7 9 „ 10 .. ..17 4' 10 „ 11 ..10 7 11 „ 12 .. .. 7 3 12 „ 13 .. .. 8 5 13 „ 14 .. 6 3 14 „ 15 .. .. 4 4 15 years and over .. .. 1 2 3 3 4 6 7 10 7 8 6 -t 1 2 3 3 7 4' 7 3 5 3 4 2 5 7 13 11 17 10 13 0 8 3 117 i 228 252 266 227 234 224 212 190 119 90 111 155 232 218 182 225 196 172 155 72 60 228 383 484 484 409 459 420 384 345 191 150 20 40 IS8 37 37 22 25 25 17 16 8 11 28 28 21 31 28 27 21 2] 12 4 31 68 66 58 68 50 53 46 38 28 12 140 271 294 309 271 266 257 245 213 139 99 124 186 263 246 217 260 226 198 179 88 66 264 457 557 555 488 526 483 443 392 227 165 Totals .. .. 59 43 102 2,159 J 1,778 3,937 286 232 518 2,604 2,053 2,604 4,557 Note.—For the purposes of this returi caste and Maori are reckoned as Maori, ns European. , half-caste children and children inten md ohildren intermediate in blood bet lediati 'een 1 i in blood betwi ialf-caste and 1 :en halfiUropeati iuMMAKY of Table H6a. Age. From five to ten years „ ten to fifteen years „ fifteen upwards Totals Tin™ awn Total Percentage, Percentage, Boys. Wins. lotal. 1911. 1910. 1,285 1,036 2,321 509 51-3 1,120 951 2,071 45-5 44-9 99 66 165 3-6 3-8 2,504 2,053 4,557 I 100-0 100-0 Total. Percentage, 1911. Percentage, 1910.

Race. Maoris. Totals. Standards. Speaking English Speaking Maori in the in the Home. Home. Europeans. Boys. GirlB. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Preparatory class Standard I II III IV V VI VII 10 9 9 ! 6 11 i 10 4 : 4 13 2 7 j 4 3 6 2 ! 2 19 1,086 15 244 21 j 246 8 200 15 163 11 j 127 9 ] 77 4 16 I 903 [ 1,989 205 449 225 I 471 174 I 374 114 J 277 99 226 52 • 129 6 J 22 118 27 40 24 27 18 25 7 81 399 18 I 45 32 I 72 23 47 22 49 25 43 16 41 15 j 22 1,214 280 297 228 203 152 105 25 fl93 229 267 201 138 128 74 23 2,207 509 564 429 341 280 179 48 Totals 59 43 102 2,159 1,778 3,937 286 232 J 518 2,504 2,053 4,557 Note.—For the purposes oJ and Maori are reckoned as ft European. this return, aori, and c half-caste children F and childrei bildren intermediate in blood intei betw mediate in r een half-ci ilood be1 te and ;ween ha Europi df-caste ean as

8.—3.

24

Table H6b— continued. Summary of Table showing Standard Classification.

Table H7. Standard Classification, 31st December, 1911.

Standards. Boys. airle. Totale, 1911. Totals, 1910. 'reparatory classes !lass for Standard J II HI IV V VI ,, VII 1,214 280 297 228 203 152 105 25 993 229 267 201 138 128 74 23 2,207 509 564 429 341 280 179 48 [ 2,018 534 460 416 373 299 148 32 Totals 2,504 2,053 4,557 4,280

Schools. a |l SO S3 Classification of Pu] die. 8. V. is a o "3 s s >e ° o c * u »h-2 o - So2g So«g VI. VII. g"Sg,-S g o.S J O o Hi P. I. II. III. IV. Hapua Tβ Kao Paparore ;. Ahipara Pukepoto Pamapuria Rangiawhia Parapara Kenana Peria Taemaro Tβ Pupuke Touwai Whakarara Whangape Pawarenga Matihetihe Waitapu Wbakarapa Motuti Mangamuka Maraeroa Waimamaku .. Whirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Tβ Ahuahu Oromahoe Orauta Karetu Waikare Wliangararu Tβ Rawbiti Poroti Takahiwai Otamatea Kakanui Tβ Huruhi Waiuku Pott Waikato .. Manaia Tβ Kerepehi Wharekawa Mataora Bay Rawhitiroa Parawera Rakaunui Taharoa Oparure Waimiha Tβ Waotu Whakacewarewa Ranana Wai-iti 4?, 52 38 96 50 86 27 29 30 47 84 88 87 48 50 61 28 37 91 19 66 42 35 83 39 85 39 96 43 35 37 39 76 22 42 48 34 51 35 28 28 32 25 23 32 26 '28 21 28 59 2,1 36 42 26 35 70 45 52 22 18 8 33 21 15 10 15 19 18 8 17 18 11 34 47 10 22 52 7 17 28 21 43 17 46 19 47 23 19 22 19 60 12 34 23 22 23 12 15 9 15 11 19 12 15 7 4 15 40 14 32 14 26 21 30 12 24 8 8 11 13 4 5 3 1 2 3 4 4 2 5 7 3 '8 *8 *7 5 10 6 14 6 4 1 4 8 2 1 8 5 9 6 20 7 4 1 4 5 9 5 6 4 7 6 4 6 9 3 12 5 13 7 8 7 4 7 6 5 3 2 5 7 8 4 3 10 4 5 8 1 1 6 7 7 9 2 7 8 10 3 5 8 8 6 3 5 6 6 4 y 5 6 3 5 9 1 2 3 7 6 5 2 8 9 6 •i 2 5 4 1 1 14 4 3 1 3 3 1 5 3 6 4 1 5 2 5 4 1 5 7 1 6 4 8 2 5 2 6 1 5 4 1 8 i i 4 'a i 3 6 1 i i 2 4 2 7 2 1 5 1 a i 8 1 8 i 4 1 s 8 1 1 "•2 1 1 h 5 1 1 2 8 i 7 4 6 12 4 3 5 1 7 4 7 6 10 7 7 S 3 11 5 3 1 6 4 10 4 I 4 1 3 3 8 1 4 9 1 2 2 6 1 'a i 2 1 1 2 i 2 1 8 3 1 8 3 1 8 1 i 1 3 4 6 1 1 2 6 3 i 1 7 3 6 8 3 1 5 8 3 5 5 i 1 10 3 4 4 11 10 3 7 9 4 5 2 11 2 3 1 3 8 7 2 5 'e 2 4

25

E.—3.

Table H7 — continued. Standard Classification, 31st December, 1911 — continued.

4--E. 3.

o_; P II y, Classification of Pupils. CO S3 2T CD u Schools. p. I. II. III. IV. v. VI. VII. O Te Whaiti Waiotapu Waitahanui Tokaanu Oruanui Te Kotukutuku Paeroa Papamoa Te Matai Motifci Island .. Matata Te Teko Otamauru Poroporo Ruatoki Waioweka Omarumutu Torere Omaio Te Kaha Raukokore Wharekahika .. Te Araroa Rangitukia Tikitiki Waiomatatini .. Reporua Tuparoa Hiruharama Whareponga Tokoinara Bay.. Whangara Nuhaka Tuhara Rangiahua Kokako Tangoio Te Haroto Waimararna Karioi Pipiriki .. , Pamoana Okautete Mangamauuu .. Arowbenua Waikouaiti 21 33 23 55 50 42 52 49 76 27 38 58 23 57 87 30 63 45 52 46 55 30 70 69 50 55 36 60 61 27 81 32 102 55 36 54 32 23 31 26 25 21 . 20 21 44 30 9 28 9 23 30 21 20 16 42 6 14 33 11 29 55 9 27 21 26 2] 25 16 38 22 18 18 15 22 23 14 31 11 42 21 35 52 19 6 14 15 12 10 3 4 20 4 I I 5 5 5 4 9 10 3 5 3 10 8 5 11 • 5 5 10 13 4 9 I 3 9 7 6 13 3 10 13 3 'I 9 6 9 6 13 2 6 6 2 1 6 5 I 4 3 4 I 11 4 8 5 1 3 9 4 5 6 4 3 4 9 9 3 11 7 7 5 6 5 8 9 10 8 3 8 9 5 11 7 14 2 1 4 1 4 8 7 3 6 3 5 5 2 6 4 3 4 5 3 (i 7 5 1 5 3 2 1 1 6 3 3 6 4 2 2 3 2 3 5 7 10 2 3 8 2 7 5 9 3 2 3 1 1 1 1 4 2 2 3 4 4 3 1 6 1 1 1 6 •2 1 1 1 6 2 2 1 2 1 2 1 1 1 1 2 1 1 1 2 2 8 2 1 3 1 2 2 1 1 11 2 : 14 9 7 1 2 6 2 5 8 13 2 1 1 2 1 '5 2 3 1 5 4 5 3 3 4 5 3 5 4 4 4 3 1 4 5 2 2 8 2 2 2 2 1 4 3 1 2 1 1 5 4 4 2 3 7 3 e> 6 2 5 1 2 2 3 6 1 1 2 Totals for 1911 Totals for 1910 4,557 4,280 2,207 2,018 509 534 564 460 429 416 341 373 280 299 179 148 '1.8 32 41 23 22 Difference + 257 + 189 -25 + 104 1 + 13 -32 -19 + 31 + 16 + 18 + 6

E.— 3

26

Table H8. Classification as regards Ages and Standards of Pupils at End of December, 1911.

Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Stxndard VII. Kace Totals. Totals. Ages. leans. Maoris. i Europeans.' Maoris. Euro] Maoris. iEuropeans. Maoris. jEuropeans. Maoris. Europeans. Maoris. Europeans. Maoris. Euro] :ans. Maoris. Euro] leans. Maoris. Euro] leans. Girls. Total. B. G. B. G. B. I i G. j B. G. i B. G. B. G. B. G. B. G. I B. G. B. G. J B. G. B. G. J 11. G. B G. B. ■ G. j B. ! G. j B. i G. | B. G. 5 and under 6 years .. 20 11 . 120 113 i .. 20 11 40 28: 120 113! 140 124 : 264 6 , 7 „ 38 26 I 230 158 2 1 1 1 I 231 158 271 186 457 • • I .... 7Q 29 20 I 237 214 4 7 18 21 5 1 j 1 38 28 256 235| 294 263 557 8 „ 9 .... 15 13 ! 213 164 9 3 44 44 7 5 13 16 5 2 1 1 j •• 37 21 272' 225| 309 246 555 8 „ 10 '.. 13 6 i 127 97 7 6 55 44 13 12 41 i 33 3 6 7 8 1 1 1 4 4 .. .. 37 31 j 234! 186: : 27! I 217 '. 488 .. J .. 10 „ 11 „ 2 4 85 74 ' 4 1 51 45 8 8 61 72 5 6 i 34 30 2 I 6 6 13 9 1 3 j .. 2 .. .. 22: 28 I 244 1 232 266 ! I 260 526 11 12 „ 1 46 40 1 38 24 4 3 58 49 7 4 53 48 8 11 11 29 26 5 I 5 - ! 7 i n 1 2 2 1 .. 1 26 27 231 199 257 226 ' 483 12 „ 13 „ 1 15 26 26 11 2 33 33 2 7 52 44 7 3 3 ._ ... . _ 47 29 3 8 44 i 28 5 6 37 25 : 10 I 40 34 5 10 32 18 j 7 4 10 9 .. 3 i 25 21 220J ■ 177 245 198 443 j 179 J 392 13 , 14 „ 11 18 12 12 1 2 j 27 16 1 36 29 5 . . 10 23 J 18 .. 3 I 3 ! 3 17 21 196 158' : 213 J 14 „ 15 „ 8 6 6 6 14 9 1 13 11 2 21 9 2 2 4 25 15 4 6 4j 2 16 : 12 123 76 139 88 227 15 years and over .. .. 4 2 2 4 9 7 i 7 7 1 1 18 11 2 1 18 13 2 .. 22 15 ! 3 2 11 3 8 4 91 62J 99 66 J 165 2,053 4,557 Total 118' 81 199 1096' 912 27 18 253 211 40 ' 32 W '235 24 23 204 178 382 27 ' 22 49~~ 176 1116 18 25 292 43 134 103 25 ' 16 237 41 80 I 13 58 7 ; 15 18 22 18 ' 8 26 286 1 232 518 " J2218 1,821 2,504 2,008 45 464 72 492 4, 039 2, !07 509 564 429 341 48 4, .57 Notb. —For the purpose of this return, half-caste children an< children intermediate in blood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between halt-caste and European as European.

27

E.—3.

Table H9. Results of Inspection, 1911.

Si-ho.ls m 11 lit o O o O ■ " o a w * jl o a a> Bio tell 5°^ sT'd p C r d p C5 3 § g a! !d||2i 8«5 cd ■ 3 O.2 ® go'SB 7-0 10-0 9-5 10-0 9-0 8-5 9-0 9-0 7-5 10-0 9-0 9-0 8-5 9-0 8-0 7.0 9-0 8-0 9-5 7-0 8-0 8-0 8-0 10-0 7-5 10-0 8-0 10-0 10-0 4-0 6-0 7-0 Total Marks— Maximum 40. 32-7 40-0 39-0 40-0 38-8 35-2 38-6 37-7 33-9 40-0 39-0 37-8 37-1 38-4 34-1 32-1 37-5 34-7 38-6 32-6 30-6 36-7 32-1 40-0 34-0 39-2 34-8 39.5 39-2 23-1 26-9 31-2 Hapua Te Kao . Paparore Ahipara . . Pukepoto Pamapuria Rangiawhia Parapara Kenana Peria Taemaro Tβ Pupuke Touwai Whakarara Whangape Pawarenga Matihetihe Waitapu Whakarapa Motuti Mangamuka Maraeroa Waimamaku Whirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Te Ahuahu Oromahoe Orautaf 1 ).. Karetu Waikare .. Whangaruru Te Rawhiti Poroti Takahiwai Otamatea Kakanui Te Huiruhi Waiuku Port Waikato Manaia Te Kerepehi Wharekawa Mataora Bay Rawhitiroa Parawcra Te Kopua Rakaunui Taharoa( x ) Oparure .. Waimiha.. Te Waotu Whakarewarewa .. Ranana .. Wai-iti Te Whaiti WaiotapuC 1 ) Waitahanui Tokaanu Oruanui Te Kotukutuku Paeroa .- I I i 9-0 10-0 10-0 10-0 10-0 9-4 9-6 9-4 8-4 10-0 10-0 10-0 9-6 9-6 8-8 8-8 9-0 8-2 10-0 8-8 8-0 9-(i 8-8 10-0 8-0 9-2 9-0 10-0 9-4 7-0 6-4 8-4 7-4 10-0 10-0 10-0 9-8 9-0 10-0 10-0 9-0 10-0 10-0 8-8 9-5 9-8 8-5 8.3 0-0 9-5 9-8 8-8 8-3 9-8 8-5 10-0 9-5 10-0 8-5 9-5 10-0 4-3 7-5 7-8 9-3 10-0 9-5 10-0 10-0 8-3 10-0 9-3 9-0 10-0 10-0 10-0 9-5 10-0 8-8 8-0 9-5 9-0 9-3 8-0 6-3 9-3 6-8 10-0 9-0 10-0 9-3 10-0 9-8 7-8 7-0 8-0 9-8 9-8 10-0 7-4 9-6 9-6 8-0 9-0 10-0 9-7 10-0 8-8 9-8 10-0 7-5 8-5 9-5 9-3 7-0 10-0 6-3 10-0 9-8 8-3 10-0 7-3 9-8 10-0 9-5 10-0 8-8 9-5 9-3 6-5 8-3 8-5 10-0 6-0 10-0 9-0 10-0 9-8 6-8 9-5 7-3 9-0 8-0 8-0 10-0 7-0 9-0 9-0 7-0 7-5 5-0 8-5 4-0 10-0 8-0 9-0 9-0 6-5 9-0 7-8 8-5 37-8 37-0 40-0 32-0 37-9 37-9 29-0 33-3 23-0 36-4 22-0 40-0 33-3 39-0 38-2 311 37-7 31-4 35-9 8-6 5-0 10-0 10-0 10-0 9-6 9-5 9-2 9-0 8-6 10-0 8-8 9-8 3-0 10-0 10-0 8-8 10-0 10-0 10-0 10-0 10-0 10-0 9-0 9-8 10-0 8-5 10-0 10-0 10-0 9-3 9-0 8-0 9-0 10-0 10-0 9-0 9-0 38-8 36-8 37-3 33-0 40-0 39-0 36-1 Papamoa Te Matai.. Motiti Island Matata Te Teko Otamauru 9-4 10-0 7-2 7-8 10-0 8-0 10-0 8.6 10.0 10-0 10-0 10-0 6-1 10-0 9-3 7-8 10-0 9-3 10-0 9-3 10-0 6-3 9-3 100 7-3 10-0 10-0 8-5 10-0 9-5 10-0 9-3 100 8-5 8.0 10-0 5-3 10-0 8-0 6-3 10-0 9-0 10-0 6-0 9-5 7-0 8.5 9-3 28-1 40-0 34-5 30-4 40-0 35-8 40-0 33-2 39-5 31-8 35-8 39-3 Poroporo.. .. ■ .. (1) Not ins] scted.

E.—3.

28

Table H9 — continued. Results of Inspection, 1911— continued.

Table H10. Summary of Expenditure on Native Schools during 1911.

Approximate Cost of Paper. —Preparation, not given; printing (1j726 copies, including illustrations), £38 10s.

By Authority : John Mackay, Government Printer, Wellington. —1912. Price 9d.]

.*■* Schools. ik 111 o a £ « 1JS o a q fl o3 r K ■HOW m •i-i Jh q 1 c a •ic c c »!t a a a ffjt — p.. - j S l| a osg a u g °«OhSft » a a g f ■S.ss« r5 OB-43 * s. r ll S3 -^ & gooH Total Marks— Maximum 40. Buatoki .. Waioweka Omarumutu Torere Omaio Te Kaha Raukokore Wharekahika Te Araroa Rangitukia Tikitiki .. Waiomatatini Reporua .. Tuparoa .. Hiruharama Whareponga Tokomaru Bay Whangara Nuhaka .. Tuhara .. Rangiahua( 1 ) Kokakof 1 ) Tangoio .. Te Haroto Waimarama Karioi Pipiriki .. Pamoana Okautete.. Mangamaunu Arowhenua Waikouaiti 8-5 10-0 9-4 8-8 8-8 7-8 8-0 8-4 9-4 10-0 9-6 9-8 10-0 8-8 10-0 8-0 9-4 9-6 9-0 9-4 (5-3 9-8 10-0 10-0 8-3 7-3 8-3 8-5 8-0 10-0 9-3 10-0 10-0 10-0 10-0 8-3 8-8 9-8 9-5 10-0 j 7-4 10-0 9-5 9-8 7-3 7-0 8-8 7-3 8-8 10-0 9-5 9-5 10-0 8-8 10-0 8-3 9-5 10-0 8-3 7-3 7-5 10-0 10-0 8-3 8-0 7-0 6-0 7-0 7-3 9-7 8-0 9-3 100 8-3 10-0 8-0 8-6 9-0 7-3 7-0 29-7 39'8 38-9 30-9 32-4 29-1 311 31-2 33-5 39-7 36-4 38-6 40-0 35-9 40-0 32-fi 36-3 38-4 34-1 33-7 7-4 10-0 9-0 8-4 9-0 10-0 7-4 10-0 8-6 9-8 8-0 10-0 9-8 8-5 9-0 10-0 9-0 9-5 8-8 10-0 8-0 10-0 100 8-3 9-3 9-5 7-5 9-5 8-3 10-0 4-0 8-5 9-0 8-0 7-7 7-5 7-3 9-0 8-0 100 27-4 38-5 37-8 33-2 35-0 37-0 31-2 38-0 33-7 39-8 (1) Not inspi jcted.

£ s. d. Teachers'salaries .. .. .. .. .. •• ■• •■ ■■ •• 24,439 8 0 Teachers' house allowances .. .. .. .. .. .. • • ■ • • • 72 15 10 Teachers in isolated districts —special allowances .. .. .. .. .. .. 126 1 2 Teachers' removal allowances .. .. .. ■ ■ .. ■ ■ ■ ■ ■ • 555 11 11 Books and school requisites .. .. .. ■ ■ .. . • • • • • • • 513 10 1 Fuel, and rewards for supplying fuel .. . ■ . ■ .. • • • • • • • ■ 107 2 0 Conveyance of children .. .. .. .. .. .. .. ■ • • • 73 1 0 Manual-instruction classes—Village schools, £278 11s. 4d. ; Secondary Schools, £123 .. .. 403 11 4 Inspectors' salaries .. .. .. ■ ■ •. • • • • • • • • ■ ■ 880 0 0 Inspectors'travelling-expenses .. .. .. .. .. .. .. ... 415 18 6 Secondary-school fees .. .. .. .. •■ .. •• .. •■ 2,657 16 i Travelling-expenses of scholars to p.nd from secondary schools .. .. .. .. .. 170 3 1 Hospital Nursing Scholarships .. . ■ ■ • • • ■ ■ • • • ■ 63 10 8 Apprenticeship charges .. .. .. .. .. .. .. .. .. 69 15 0 New buildings, additions, &c.. .. .. .. .. .. .. .. .. 3,450 19 1 Maintenance of buildings, including repairs and small works .. .. .. .. .. 2,053 2 0 Travelling-expenses of other departmental officers .. .. .. .. .. .. 26 7 6 Advertising .. .. .. .. .. .. .. .. .. .. ■ • 20 5 11 Planting sites .. .. .. .. .. . ■ .. ■ • . • • • 13 4 4 Sundries .. .. .. .. .. .. .. .. .. . ■ •■ 41 13 0 36,153 16 9 Less recoveries .. .. .. .. .. .. .. .. .. .. 272 7 5 Total net expenditure .. .. .. .. .. ..£35,881 9 4 Note. —Of this total, the sum of £2,180 was paid from national-endowment reserves revenue, and £500 from revenue from the Tauranga educational endowment reserves.